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C. A. Garland (University of Florida), A. Schairer (East Side High School, Gainesville, FL), D. L. Ratay, C. Gomez Martin (University of Florida)
Studies such as the National Assessment of Educational Progress (NAEP 2001) show that minority students score lower on tests of both reading and math skills when compared to white peers. In order to counter this effect, recent research has shown, particularly for high school students, that reading and writing skills should be taught as part of student learning in an academic discipline. We have been working in this manner with several lower track science classes at East Side High School (Gainesville, FL), a high school serving a predominantly African-American and poor community. We present a summary of our work which includes intensive reading and writing, use of high level scientific texts, and external writing coaches. We discuss preliminary results and implication to other outreach programs.
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Bulletin of the American Astronomical Society, 34, #4
© 2002. The American Astronomical Soceity.