The School Organization and Science Achievement (SOSA) Project will document factors explaining variations in science achievement across schools enrolling ethnically and linguistically diverse students. The research question is: what leadership and organizational features at the school level are associated with mitigating science achievement gaps? Previous school effectiveness studies demonstrate school leadership and social capital influencing student achievement; the SOSA project is unique with its focus on science achievement. Researchers at the University of Connecticut and the University of Central Florida, in collaboration with school districts in their respective states, will identify school leadership practices that can be connected with reductions in achievement gaps related to student ethnicity, English fluency, and social status. At the conclusion of the five-year project, the findings will take the form of recommendations about leadership practices and school organization that can be implemented in other school settings.
About the Project
Just as we gain new insights by attending to the forest and the trees, Project SOSA recognizes that interactions among teachers, administrators and families contribute to science educational equity and excellence. By investigating leadership qualities, professional collaborations, school/community ties, and workplace climate, this project seeks to identify organizational features that explain how certain schools have been able to reduce or eliminate achievement gaps in elementary and middle school science.
This website and its contents are based upon work supported by the National Science Foundation (Grant Numbers 1119349; 1119359; 1338512). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the Principal Investigators and do not necessarily reflect the views of the National Science Foundation.