I teach physics at a Title I magnet school in DC. Typically, 96% of my graduating students get accepted to a four-year university. Many of them will be the first member of their family to do so.
But most of them won’t graduate from college. And those who do will often take more than four years.
This fact is worth exploring. A lot of education researchers are examining variables that influence academic achievement in underserved communities – particularly low income urban populations. But not enough policy makers and social scientists are considering access and equity in the transition from high school to college; in fact, some implementations of current research that fixate on secondary school outcomes might disadvantage students at the university level.
We need a better understanding of what makes high school students successful in collegiate environments to close the achievement gap.
I’m writing this blog to investigate my ideas and hypotheses about student achievement both qualitatively and quantitatively. I’m also writing to gain insight from readers with unique and critical perspectives. Look at my data and observe my commentary critically, please. Great feedback and testable new ideas are always welcome.
Please follow or check back frequently if you’re interested in seeing [or helping] me explore these issues through the lens of my physics classroom.