Abstract
School locale and student socioeconomic status are the main predictors of the performance of high school physics students.
Highlights
The present study examined several issues related to high school physics, teacher-level and school-level variables that may influence physics accessibility, participation, and performance
There were 1584 teachers who taught at least one physics course
This research was framed by theoretical constructs related to workplace tensions for isolated teachers, as well as equity considerations in precollege physics education
Summary
The purpose of this study was to explore the extent of physics course taking and physics teacher isolation, and identify how student performance in physics differed based on a school’s contextual variables as well as teacher-level variables
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
