Abstract
A sequential exploratory mixed methods approach guided research on the science program infrastructures (SPI) of a sample of 28 high schools representing 1,370 high schools in a large southwestern state. Comparisons of SPI were made between and among schools representing highly successful schools of low (n=9) and high diversity (n=10) with less successful, high-diversity high schools (n=9). We include a discussion of the implications for including SPI as an important mediating layer within the ecology of high schools. The science program layer links administration with classrooms by employing efficient, equitable, and effective practices to advance the goals of science achievement and college readiness established at national and state levels for all high school graduates.
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