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Access to Elite Public Schools: Opportunity, Disparate Impact, and Equal Protection by Angela M. Kelly & Keith Sheppard - July 01, 2019The persistence of ethnic disparities in New York City’s science specialized high schools is a contentious political issue. This article presents evidence of inequitable participation and achievement in pre-college physics in New York City, along with legal precedents in educational opportunity cases, to propose actions for remediating racial imbalances in science-themed academic settings. To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Angela Kelly
Stony Brook University
E-mail Author
ANGELA M. KELLY is an Associate Professor of Physics and the Associate Director of the Institute for STEM Education at Stony Brook University. Her research interests include equity in pre-college and university physical science and engineering education; reformed STEM teaching practices; and sociocognitive influences on STEM access and participation. Recent publications include “Urban Science Teachers in Isolation: Challenges, Resilience, and Adaptive Action,” in the Journal of Science Teacher Education (2018), and “Science Teacher Motivation and Evaluation Policy in a High-Stakes Testing State,” in Educational Policy (2018).
- Keith Sheppard
Stony Brook University
E-mail Author
KEITH SHEPPARD is the Executive Director of the Institute for STEM Education and an Associate Professor of Biochemistry at Stony Brook University. His research interests include equity in STEM education and the history of science education. Recent publications include “The Roots of Physics Teaching: The History of Physics Teacher Education in the USA,” in Effective Practices in Pre-service Physics Teacher Education, published by the American Physical Society (2015), and “Towards A High-Quality School Workforce: A Longitudinal Demographic Analysis Of U.S. Public School Physics Teachers,” in Physical Review Physics Education Research (2017).
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