Science achievement among economically challenged students in the United States: A scoping analysis
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2016 by Nova Science Publishers, Inc. Based on the reports of Trends in International Mathematics and Science Study (TIMSS) of 2011 and the reports of the Program for International Student Assessment (PISA) of 2012, student achievement in science in the United States is lower than its counterparts with lower Gross Domestic Product (GDP). Previous researchers have used socioeconomic status (SES) as a direct indicator of student science achievement. We developed our questions to record what have been published about academic achievement in science for economically challenged students in the United States; and explore the relationship of socioeconomic status on students outcomes in science. Thus, we decided to run scoping analysis of the research studies that were conducted in the United States on student achievement in science with socioeconomic as an inclusive variable. One hundred twenty-seven works were analyzed to answer our research questions. Most findings indicated that SES has significant relationships on students achievement in science in the United States. In addition to SES, teacher education, and school professional development have direct influence on students achievement.
