The Achievement of Student Subgroups on Science Performance Assessments in Inquiry-Based Classrooms

This study examined student learning in science as measured by performance assessments embedded within inquiry-based units of instruction. These locally developed assessments were implemented in a consortium of districts involved in a multi-year science education reform initiative. The sample consisted of scores from 834 fifth grade students on three performance assessments given in a participating district’s 14 elementary schools during the 2004-2005 school year. District-provided data permitted disaggregation of student scores by ethnicity, gender, and socioeconomic status as well as identification as English Learner, Gifted and Talented, and Special Education. Using mean scores as the basis for comparison, results showed the majority of students achieving at the proficient level as defined by initiative-developed rubrics. Statistical analyses indicated significant underperformance on one or more of the assessments by Blacks, Hispanics, low socioeconomic status students, males, non-Gifted, and Special Education students. Depending on the performance assessment and the student subgroup, potential factors related to performance include science discipline and access to economics-related resources (e.g., computers). This study is noteworthy for its comprehensiveness and the nuanced understandings it brings to previously documented achievement gaps