MIDDLE SCHOOL CLASSROOM PREDICTORS OF SCIENCE PERSISTENCE

Very little research has been conducted to determine whether instructi onal practices experienced by young adolescents have lasting effects t hat can be connected to persistence in the study of science years late r. The current study examined the question of whether variables associ ated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in the 1 1th grade. A LISREL analysis was performed to create a model that ties middle school classroom experiences to later course placement. Variab les associated with a holistic approach to science and with clarity of presentation were retained in the final model.