Arizona Crisis in Physics Education: how you, the school principal, can help
a time when students are being encouraged to pursue a STEM career path, high
school physics enrollment in Arizona is only half of the national average. This
document explains why, without physics, an Arizona studentŐs success in
post-high school STEM education is in jeopardy – and how you can improve
Why should more students take
high school physics?
who take an upper-level sequence of science courses that includes physics are
substantially more likely to reach the College Readiness Benchmark in Science
(24) than students who took only Biology and Chemistry or less.Ó (ACT
2006, p. 3. 45% are ready vs ~20%. http://files.eric.ed.gov/fulltext/ED493179.pdf)
more than any other subject in high school, teaches quantitative and analytical
reasoning skills. Math is an important tool, but physics makes math "make
is a gateway course for post-secondary study in science, medicine, and
engineering, as well as an essential component in the formation of studentsŐ
scientific literacy.Ó (Position Statement of the National Alliance of Black
School Educators - 2012)
leakage from the STEM career "pipeline" occurs in high school and in
the transition from high school to college, not in college. Most students
who do not /cannot take high school physics never enter the STEM
the numbers of high school students taking physics has grown rapidly to 40%.
Unfortunately Arizona has moved in the opposite direction. Physics enrollment is below 20% and not
even offered in some large high schools because of a lack of qualified staff.
The high salaries offered by industry have created an environment in which
universities graduate very few physics majors who desire to teach.
Why arenŐt more Arizona
students taking physics?
Plisch, Associate Director of Education and Diversity at the American Physical
Society, said, "Physics is
often seen as an elite discipline that requires a lot of math and is only for
college-bound students. This view is not only outdated, it risks
underestimating students' abilities and cutting off their future opportunities
guidance programs for high school students, like the MCCCD Career Guide (https://www.maricopa.edu/workforce/industry-sectors/mcccd-career-guide) are no help; they fail
to recommend high school physics even for careers that clearly require physics
understanding; e.g., Health Sciences, Engineering & Technology, Information
all school subjects, physics has the most severe teacher shortage, followed by
math and chemistry. There are surpluses of
shortage of physics teachers leaves too many U.S. students unprepared for
college study in STEM disciplines. America lags far behind most of our global
competitors in physics education. The large
STEM-trained populations in China and India are supporting burgeoning
industrial development in those countries.
better understand the crisis at school level, Earl Barrett and Larry Dukerich,
with support of a grant from the Boeing Company in Mesa and assistance of the
Arizona Department of Education, surveyed high school counselors in January
2017. Recognizing that they also needed data on studentsŐ views, they gave a
similar instrument in February to chemistry students in 8 Arizona school
districts. They received responses from 75 counselors and nearly 900 students.
of Survey Results
1. Only 45% of chemistry students
surveyed said they have a good idea of what they would study in physics.
Nearly 65% of counselors think that students DO NOT have a good grasp of
what physics is about.
2. While 60% of students feel that
they have the math skills needed to be successful in physics, almost 70% of
counselors disagree with that view.
3. About 45% of students arenŐt sure that
physics would help them succeed in college or technical school. 57% of
counselors think that students are not aware of benefits of physics.
4. Nearly 65% of students fear that a
poor grade in physics will hurt their chances of being accepted by college.
56% of counselors agree.
5. More than 40% of students think
that physics is only for people intending to become engineers. Over half of the
counselors think this is what students believe.
6. It is
distressing that nearly 60% of counselors admit that they have no significant
contact with the physics teacher(s) at their school.
majority of counselors believe, erroneously, that physics requires a student to
have exceptional math skills and a desire to be an engineer. Without a belief
that physics is important for anyone interested in a STEM career, they often
steer students to other science courses.
An even bigger problem is lack of an effective recruitment plan by the
physics teacher: most physics teachers are in competition with their science
colleagues for that third year of required science. The school seems to have no big picture that recognizes that
a vibrant physics program better prepares students for a STEM career than does
AP coursework. It is natural for
principals to feel pressure to expand the AP program at their school because
the public has been sold the idea that the number of AP offerings at a school
is a measure of its academic excellence. (Charter schools like BASIS have been
singled out as some of the best schools in the nation because their students
take an average of 11 AP exams.) Neither parents nor students are aware that in
Arizona 80% of students who take the AP-1 physics exam, for example, fail to
earn college credit because our universities demand a score
of 4 or 5 on the exam. This AP model does not work for the majority of our
can be done at school level to address this crisis?
á Most of
our schools could add two or more sections of physics with their present
districts already have the right to declare that physics has enough mathematics
to be accepted as meeting the mathematics requirement for graduation. We believe students would be eager to
take a class where math is applied in a real world context as their 4th
required math class.
survey revealed that counselors overwhelming agreed they would support physics
for the average student if the class was designed to improve studentsŐ math
skills and was built around practical applications and a project-based design.
is the birthplace of a world-renowned program in the
reformed practice of teaching physics – Modeling Instruction. Each summer
it offers workshops and content courses that would enable your present staff to
retrain and earn certification as physics instructors. The recently signed
Arizona Senate Bill 1038 helps to defray the cost of such coursework, with
$2000 grants to teachers. With additional funding
from school districts, it is possible to retrain a teacher for physics in as
little as two summers and a school year of ŇrefresherÓ evening classes.
would be glad to provide our surveys. If you want to examine them closely, we
can share actual counselor comments and survey results for all questions. We would be pleased to meet with you to
answer your questions about implementing a plan to increase physics enrollment
in your school.
Larry Dukerich received his B.S. in Chemistry from
Michigan State University and his Master of Natural Science degree from Arizona
State University. He taught high school chemistry and physics, including
regular, honors and AP courses, in Michigan and Arizona for 34 years. He was a
Woodrow Wilson Dreyfus Fellow in Chemistry in 1986 and a Presidential Awardee
for Excellence in Science Teaching in 2000. Since 1995, he has conducted numerous summer workshops for
physics and chemistry teachers as part of the Modeling Instruction Program at
ASU, and later in Pennsylvania, N Carolina, Tennessee, New York City, Missouri,
California and Colorado. He has made presentations about and conducted
workshops on Modeling Instruction at NSTA, ChemEd and BCCE conferences. He is a lead contributor to the
curricular materials used in Modeling Instruction in chemistry.
Earl Barrett received his B.S. in Science from Seton
Hall University and his MST from Antioch College. He taught high school earth
science, biology, chemistry and physics, including regular, honors, dual
enrollment and AP courses, in New Jersey and Arizona for 41 years. He has participated in National Science
Foundation graduate study institutes in mathematics, earth science, and physics
at Rutgers University, Newark College of Engineering, NC State, UC Berkeley,
ASU, Florida State, Colorado State, Dartmouth College, Dickinson College and
Lewis and Clark College. He served two years as the president of the Phoenix
Union High School District classroom teachers association and treasurer of the
Arizona Science Teachers Association. He was a nominee for Teacher of the Year
in 1987, received a Presidential Award for Excellence in Science Teaching in
1993, and was a recipient of the Tandy Technology Outstanding Teacher Award as
a Top Fifty Physics teacher in 1990.
Since retiring he has given local presentations concerning the crisis in
physics education and had a related paper published in The Physics Teacher. https://www.aapt.org/Resources/upload/PTE000399_Increasing-Physics-Enrollment.pdf
Together they taught physics and chemistry at Dobson
High School in Mesa, AZ for 20 years.