Issues of equity in physics access and enrollment in New York City public high schools

Abstract

Despite reports to the contrary, the availability of physics as a course for high school students is not equitably distributed throughout the U.S. While some schools provide physics for all, a more common scenario is limited availability, often open only to the relatively few students who have completed the necessary prerequisites or are deemed capable of understanding physics. Some schools do not offer physics at all. This is particularly true in urban districts, where science resources and instruction are chronically inadequate. This study looks at the access to and availability of physics courses for high school students in New York City. The schools were surveyed to determine where physics was offered and how many students were enrolled in the course. Statistics were performed to compare differences between schools that offered physics and those that did not. Additionally, factors were examined that relate to physics availability, such as the magnet school configuration, the AP Physics option, science curricular sequence, and the conceptual physics option. Overall, it was determined that physics availability is very limited in NYC schools, a serious inequity that disproportionately affects students of color and poor children. Strategies for improving access and enrollment will be discussed.