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How Far Are We from This Vision for All Students?
Pages 27-35

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From page 27...
... across states, there exist wide disparities in access to high-quality learning experiences, well-prepared teachers, high-quality curriculum and curriculum-based professional learning, instructional materials, and assessments. Students of color and students experiencing poverty are particularly unlikely to have high-quality science learning experiences across K-16.
From page 28...
... While some K-12 students today carry out investigations, analyze data, draw evidence-based conclusions, and communicate results, few students have these kinds of high-quality science learning experiences consistently across their educational journeys. Many students still experience more traditional science classes that are not grounded in the evidence about how people learn [30]
From page 29...
... For example, 36 percent of biology teachers in these schools report that they are not very well prepared to teach cell biology, and 39 percent ecology and ecosystems. Sixty-three percent of physics teachers report they do not feel very well prepared to teach properties of waves [26]
From page 30...
... . For example, 14 percent of BOX 6: RURAL STUDENTS AND EQUITY OF OPPORTUNITY IN STEM "Many of the 9 million students enrolled in rural schools in the United States face barriers to a high-quality STEM education: shortages of mathemat ics and science teachers, high teacher turnover, and few resources.
From page 31...
... . Similar trends in lack of access to science courses can be seen in schools enrolling significant numbers of students living at or below the poverty line [39]
From page 32...
... . While White students reported the fewest negative effects resulting from poor quality STEM teaching, students of color were more likely to blame themselves for learning problems instead of the poor teaching [46]
From page 33...
... . Of total STEM degrees awarded, approximately 9 percent went to Black graduates and 9 percent to Latino/a graduates, despite Black people comprising 14 percent and Latino/a people being 18 percent of the U.S.
From page 34...
... We have already noted the nation's poor track record of preparing a STEM workforce that looks like the nation. Although we know that K-12 and higher education have played a role in pro ducing disparities in STEM employment, we also acknowledge that there are historic systemic inequities outside of education that limit opportunity.
From page 35...
... . If these racially isolated communities have high levels 90% Schools with low of families experiencing poverty -- and racial numbers of students residential segregation and racially concen- living in poverty trated poverty go hand-in-hand [1, 64]


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