School Organization and Leadership: Predictors of Equitable Science Achievement

Connecticut’s science achievement disparities in elementary and middle schools are greater than for any other states. However, the distributions do not align with a pattern of super- resourced suburban versus under-served metropolitan districts. Instead, we find substantial variation at the school level within urban districts -- even though student populations across buildings are ostensibly similar. Efforts to explain these patterns as a consequence of human capital (“good leaders” or “better teachers”) fail to adequately account for wide variability in schoolwide performance. In contrast, when schools are regarding ecologically, tantalizing correlations arise. Not only are these results intriguing, but also suggest avenues for replicating success across schools. John Settlage from the University of Connecticut will report on his ongoing research efforts. We would welcome your attendance and hope you can participate a broader discussion about the intersections of research and practice, theory and action, and university and school collaborations.