Access and entry to high school chemistry in New York City

Title: Access and entry to high school chemistry in New York City
Identifier: d_2009_2013:482a69789fab:11598
identifier: 12188
Creator: McNamara, Denise,
Contributor: Nicholas Michelli
Date: 2013
Language: English
Publisher: City University of New York.
Subject: Education policy | Science education | Chemistry | Social Justice | S.T.E.M.
Abstract: The purpose of this study was to determine quantitatively the impact of various school characteristics on access to and enrollment in high school chemistry in New York City and to identify the issues that may contribute to the inequities in high school education, specifically S.T.E.M. education. The context through which this issue is examined is the restructuring and accountability initiatives that have been underway in New York City public schools as well as the accountability of cohort graduation rates. The issue of social justice and accessibility to high school chemistry was the lens through which this study was conducted. Mixed methodology was used in conducting the research so that a holistic view of the issue could be analyzed. Results indicate that the demographic and socioeconomic status of the students in the school district strongly correlate to the access to chemistry in that district.
Type: dissertation
Source: 2009_2013.csv
degree: Ph.D.
Program: Urban Education