论文标题
不同角落的学校：调查种族和社会经济地位对北加州公立高中物理产品的影响
Schools on different corners: An investigation into the effects of ethnicity and socioeconomic status on physics offerings in Northern California public high schools
论文作者
论文摘要
在2018年春季，美国物理教师协会北加州/内华达州北部被警告，要求当地高中消除接下来学年的物理学的计划。作为支持学校在次年维持物理学努力的运动的一部分，该地区周围学校的物理产品被编译了。看来，该地区学生群体的人口统计在该地区提供的不同物理课程中发挥了作用，尤其是西班牙裔学生（百分比西班牙裔）和每所学校的社会经济弱势群体（％SED）学生的百分比。担心这种趋势更为普遍，对北加州公立高中进行了物理课程的贡献，以确定不同物理类产品的数量与这些人群之间是否存在相关性。人们发现，在加利福尼亚公立学校中，西班牙裔和百分比的百分比与人数密切相关，并且与数量的学生一起可以用作学校物理产品的统计学意义预测指标。
In the spring of 2018 the Northern California/Nevada section of the American Association of Physics Teachers was alerted to a local high school's plans to eliminate physics for the following school year. As part of the campaign to support the school's efforts to sustain physics in the following year, the physics offerings from the surrounding schools in that district were compiled. It appeared that the demographics of the student population in the district played a role in the number of different physics courses offered within that district, particularly the percentage of Hispanic students (%Hispanic) and percentage of socioeconomically disadvantaged (%SED) students at each school. Concerned that this trend was more widespread, physics course offerings were reviewed for Northern California public high schools to determine if there were correlations between the amount of different physics class offerings and these populations. It was found that %Hispanic and %SED are strongly correlated in California public schools, and along with number of students, could be used as statistically significant predictors of a school's physics offerings.
