Can Formal-Informal Collaborations Improve Science Literacy in Urban Middle Schools? The Impact of Urban Advantage

Abstract

This brief presents findings from a study on Urban Advantage, a collaboration between the American Museum of Natural History, other New York City informal science institutions, and the New York City Department of Education to improve the science literacy of NYC public school students. The following analysis draws on a rich longitudinal database, containing student- and school-level data for all NYC public schools and students from 2004-05 to 2009-10. Results indicate that these collaborations can have a positive impact on student achievement and science learning. The findings from this study are especially timely given that U.S. students consistently show low levels of achievement on tests of science literacy. On the 2009 National Assessment of Education Progress (NAEP), only 63% of eighth-graders demonstrated “partial mastery of the knowledge and skills that are fundamental for proficient work” in science. For urban school districts like New York City, the NAEP scores are even more alarming.