Using Curriculum Materials to Close Achievement Gaps: Curriculum Materials, Equity, and Science Achievement

  • To reduce achievement gaps, science instruction should attend to a variety of theoretical approaches.
  • Use of constructivist instructional materials can lead to strong gains by all students and achievement gaps that do not widen or narrow.
  • Study recommends a constructivist approach paired with attention to students’ languages, cultures, and experiences in order to narrow achievement gaps.
  • Presented at the 2010 American Educational Research Association (AERA) Annual Conference, Denver, CO.

Women and minorities do not participate in the science workforce at rates consistent with their populations (Rosser, 2000). A variety of theoretical frameworks and associated interventions to reduce gaps have been proposed, yet the gender and racial gaps remain (Clewell & Campbell, 2002). This study examines whether teacher use of research-based materials can promote equity.

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Kowalski, S. M., Van Scotter, P., Stuhlsatz, M. A. M., & Taylor, J. A. (2010, April). Instructional materials, equity, and science achievement. Paper presented at the American Educational Research Association (AERA), Denver, CO.