Abstract
During recent years considerable attention has been focused on the United States educational systems-especially in the areas of science and mathematics. As a result of the increasing national concern, more opportunities are developing to evaluate and improve our schools. It is the purpose of this article to report on selected factors relating to the programs, staff, and facilities of white secondary school science departments in one state. Through field study of these factors, evidence has been obtained concerning characteristics of this state's secondary science programs as well as common problems faced by these schools. The findings offer constructive suggestions to many of our nation's schools which are currently doing a creditable job even under formidable handicaps.
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