Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Access to Elite Public Schools: Opportunity, Disparate Impact, and Equal Protection


by Angela M. Kelly & Keith Sheppard - July 01, 2019

The 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:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Access to Elite Public Schools: Opportunity, Disparate Impact, and Equal Protection
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record, Date Published: July 01, 2019
https://www.tcrecord.org ID Number: 22951, Date Accessed: 9/22/2019 8:36:05 AM

Purchase Reprint Rights for this article or review
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • 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).
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS