Science Learning Difficulties: Patterns and Predictions in a Nationally Representative Cohort

The intended purpose of this project was to analyze nationally representative and longitudinal data to identify factors associated with or predictive of elementary and middle school students experiencing difficulties in learning science. Some groups of elementary and middle school students are far more likely to experience low science achievement, although the factors leading to this greater risk are poorly understood. Students with disabilities, low-income students, and English language learners often display very low levels of science achievement. This research project aimed to focus on two types of student profiles: (1) students with repeated science learning difficulties (SLD) who persistently experience low science achievement and slow achievement growth over time, and (2) students with resolved SLD who initially experience low science achievement but then demonstrate average achievement growth over time. Relevant predictors were expected to include socio-demographic variables (e.g., family socioeconomic status); student characteristics (e.g., behavioral self-regulation, prior reading and mathematics achievement); instructional, teacher, and school characteristics (e.g., class time spent on science instruction, teacher's educational background); and interactions between these variables.