Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

Best Paper Award Selection - Editorial Board Site

2001, Volume7

Issue 2

96 pages

Issue price - $42.00

Jane Butler Kahle
School of Education and Allied Professions, Miami University, Oxford, OH

Mary Kay Kelly
Department of Educational Leadership, Miami University, Oxford, OH

Science and mathematics education reform documents of the last decade have called for improved teaching and learning for all children. To overcome inequalities, a systemic approach to reform has been adopted. The case studies synthesized in this analysis arc part of a larger effort to reform science and mathematics education systemically and assess the progress of systemic reform. The purpose of this study was to assess the progress toward achieving equitable systemic reform in five middle schools. A multiple-case study design was used, and qualitative data were collected. Kahle's Equity Metric was used to analyze the schools' progress toward achieving equitable systemic reform of mathematics and science. Two results occurred: Various equity issues were identified in the five case studies, and the metric proved efficacious in identifying barriers to or facilitators of equitable reform in the schools. Overall, the study illustrates how schools might assess their commitments to providing high-quality science and mathematics education to all students.

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