Date of Award
6-12-2025
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Second Advisor
Lori Sanchez
Committee Members
Ashley Buchman
Call Number
ISBN 9798280760905
Abstract
Student enrollment in advanced high school science courses in Arkansas, specifically Chemistry, Physics, AP Biology, AP Chemistry, and AP Physics has declined since 2014. Colleges across the nation recommend that students take Biology, Chemistry, and Physics in high school to prepare for rigorous science majors in college. Decreased enrollment in these subjects can lead to fewer college science majors and impact the preparation of students for careers in STEM fields such as engineering and healthcare. This qualitative phenomenological study utilized three research questions to explore the reasons for the decline in advanced high school science course enrollment in Arkansas. It also evaluated the demographic changes within these courses over time, examined barriers to enrollment, and compared the instructional pedagogy, classroom climate, and assessment practices of advanced science courses as compared to other science courses through the lens of 15 Arkansas high school advanced science teachers. The study revealed that many students avoid Chemistry, Physics, and AP science courses due to perceived course difficulty and the influence of completing courses that were added in years following 2014 by Arkansas as options for science credits for graduation. Key influencers such as parents, peers, counselors, and even teachers contribute both as motivators and barriers, with many perpetuating the idea that the risk of course enrollment outweighs the benefits. Systemic and social/cultural barriers hinder students’ participation in advanced science. Additionally, the study identifies a disparity in instructional practices between advanced and other science courses, with a noted lack of rigor in pedagogy and assessment that may contribute to declining enrollment. The findings stress the importance of raising awareness among students, parents, and educators about the value of advanced science courses, addressing the barriers that prevent enrollment, and advocating for policy changes that ensure students are adequately prepared for careers in science and STEM fields. To strengthen the pathway to STEM careers, this study calls for strategic course planning, improved feeder course preparation, and a reevaluation of the state’s science credit requirements to better support student engagement in rigorous science education. Keywords: chemistry, physics, high school, advanced placement, science, STEM
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Ruble, Tanya Lynette, "Arkansas High School Teacher Perceptions About Declining Enrollment and Learning Experiences in Advanced Science Courses" (2025). Student Theses and Dissertations. 1056.
https://arch.astate.edu/all-etd/1056
