Abstract:
The purpose of this study was to explore the influence of gender, ethnicity, and socioeconomic status on the achievement gap experienced in science education. This study utilized quantitative science assessment data from the state of Texas. The population consisted of fifth grade students across the state of Texas and the sample included those with reported scores on the Texas standardized assessment for science. This test was disaggregated into sub-categories based on the rate of proficiency as well as broken into raw score compilations. Determining the impact of factors on the science achievement gap allows educators to provide strength in teaching in an area where support is lacking, providing a more equitable education for all students.
Key Words: Achievement, Science achievement, socioeconomic levels, minority students, ethnicity, standardized testing
