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Secondary school physics availability in an urban setting: Issues related to academic achievement and course offerings
1.M. Neuschatz and M. McFarling, “Broadening the Base: High School Physics Education at the Turn of the New Century (American Institute of Physics, College Park, MD, 2003), p. 2.
2.National Science Board, Science and Engineering Indicators 2008 (National Science Foundation, Arlington, VA, 2008).
3.A. M. Kelly and K. Sheppard, “Newton in the Big Apple: Access to high school physics in New York City,” Phys. Teach. 46, 280–283 (2008).
4.State Indicators of Science and Math Education 2005 (The Council of Chief State School Officers, Washington, D.C., 2005).
5.For example, see Rising Above the Gathering Storm, Energizing and Employing America for a Brighter Economic Future (National Academies Press, Washington, D.C., 2007).
7.K. Sheppard and D. M. Robbins, “Chemistry: The central science? The history of the high school science sequence,” J. Chem. Educ. 82, 561–567 (2005).
10.L. J. Rennie and L. H. Parker, “Curricular reform and choice of science: Consequences for balanced and equitable participation and achievement,” J. Res. Sci. Teach. 30, 1017–1028 (1993).
11.W. Tyson, R. Lee, K. M. Borman, and M. A. Hanson, “Science, technology, engineering, and mathematics (STEM) pathways: High school science and math coursework for postsecondary degree attainment,” J. Educ. for Students Placed at Risk 12, 243–270 (2007).
15.P. Hewitt, Conceptual Physics (Addison-Wesley, San Francisco, 2006).
16.A. Eisenkraft, Active Physics (Herff Jones, Armonk, NY, 1998).
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