Gender, teacher, and school characteristics as predictors of advanced placement physics performance.
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| Title: | Gender, teacher, and school characteristics as predictors of advanced placement physics performance. |
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| Authors: | Krakehl, Robert1 (AUTHOR), Kelly, Angela M.2 (AUTHOR) angela.kelly@stonybrook.edu, Khosla, Puneet3 (AUTHOR) |
| Source: | School Science & Mathematics. Dec2024, Vol. 124 Issue 6, p389-402. 14p. |
| Subject Terms: | *High school teachers, *Physics education, *Psychology of teachers, *Physics teachers, *School size, Ethnicity |
| Abstract: | Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps. [ABSTRACT FROM AUTHOR] |
| Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 181438839 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Gender, teacher, and school characteristics as predictors of advanced placement physics performance. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Krakehl%2C+Robert%22">Krakehl, Robert</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kelly%2C+Angela+M%2E%22">Kelly, Angela M.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> angela.kelly@stonybrook.edu</i><br /><searchLink fieldCode="AR" term="%22Khosla%2C+Puneet%22">Khosla, Puneet</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22School+Science+%26+Mathematics%22">School Science & Mathematics</searchLink>. Dec2024, Vol. 124 Issue 6, p389-402. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22High+school+teachers%22">High school teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+education%22">Physics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Physics+teachers%22">Physics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22School+size%22">School size</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Advanced placement (AP) physics performance is an important metric for examining precollege student preparation for post‐secondary study. The present study examined potential predictors of AP Physics 1 performance including gender, teacher, and school‐level characteristics. A theoretical framework proposed teacher preparation and experiential variables are predictive of student outcomes, in addition to contextual variables that include demographics and academic offerings. Data showed that AP Physics 1 participants varied statistically from the overall high school population in terms of gender and ethnicity, with more women, White, and Asian students enrolled. AP Physics 1 teachers tended to be more experienced than other physics teachers. A multivariable linear regression model indicated significant negative predictors included female gender and socioeconomic status; the sole positive academic predictor was whether the school offered AP Chemistry. Notably, physics performance was not predicted by physics teacher characteristics including gender, certification type, years of experience, course load in physics, and isolation. Physics performance was also unrelated to school size, AP Physics enrollment, and access to AP Biology and Calculus. Results suggest that targeted resources should be identified to support teachers in high poverty schools, and training them to enact strategies that diminish gender achievement gaps. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of School Science & Mathematics is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=181438839 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/ssm.12651 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 389 Subjects: – SubjectFull: High school teachers Type: general – SubjectFull: Physics education Type: general – SubjectFull: Psychology of teachers Type: general – SubjectFull: Physics teachers Type: general – SubjectFull: School size Type: general – SubjectFull: Ethnicity Type: general Titles: – TitleFull: Gender, teacher, and school characteristics as predictors of advanced placement physics performance. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Krakehl, Robert – PersonEntity: Name: NameFull: Kelly, Angela M. – PersonEntity: Name: NameFull: Khosla, Puneet IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00366803 Numbering: – Type: volume Value: 124 – Type: issue Value: 6 Titles: – TitleFull: School Science & Mathematics Type: main |
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