Student performance in high school Earth Science coursework often depends upon access to high quality teaching and resources. This study employed a non-experimental correlational research design to explore teacher-level and school-level variables and their relationship to students' Earth Science performance. The theoretical framework is derived…

Equitable access to advanced science coursework paired with highly qualified teachers is vital to improving the performance and persistence of students in STEM, particularly students traditionally underrepresented in related fields. This dissertation explored predictors of high school physics and chemistry teacher retention, as well as…