Gap

There have been numerous studies surrounding the impact of underfunding schools and how lower income families aren’t able to financially support their education and how this can lead students to not reach proficiency in school. These studies show that the lower income areas cause less funded schools. Previous studies have also proven that hands on learning methods have been more effective in teaching students science topics to meet state standards. Looking at these two different areas I wondered if there was a correlation between these factors thus sparking my gap. My gap is connecting them to show how a schools community income might impact a teachers ability to use hands on learning science methods to help students meet these standards.

Previous Studies 

Authors Greg Duncan and Richard Muncan showcased to me, in there article surronding the growing income gap, how the difference in income levels can cause educations ineqautilies. They shedded light to a growing issue within the education system showcasing that lower income areas aren't able to provide their students the same oppurtunites as other schools. This sparked my intrest in looking at what specifically this can impact within the elemtnary age education system. Addionally, I started to look at hands on learning and how different formates of this learning style can impact a students overall outtakes from a lessons.  Specifically, I explored authors Kristen Powell and Marcella Wells who examined the effectiveness of three different experiential teaching styles in the works of teaching a fifth grade class science. This study showed me a specific type of hands on learning that was a prominet tool in effectivly teaching elemtnary age students which allowed me to see a new perspective to this effective teaching style. By examining these two different previous studies I was able to bridge a gap between them and question whether they had an impact on one another. 

Methodology 

My methodology is dervied from numerous studies that explored hands on learning in elemtnary education that conducted their studies by either surveying teachers, examing pre and post tests from students, or sitting in and observing classrooms. I had to think logistically when it came to picking my methodology therefore, I have choosen to just survey fifth grade teachers because I would be able to have a large variety of responses and wouldn't have to get consent form for students which would be a complicated process. For my choosen method, I did it based off Dr. Kathleen Pithouse-Morgan study which explored the impact of hands-on learning in the fifth grade classroom and did so by giving the fifth grade teachers a survey. Similary to her survey, it will ask teachers about general questions defining number of students, school, and district. I will be differeing slightly from her study by having a section surronding their choosen teaching method which will ask fifth grade teachers to classify their teaching method, how they assess proficiency, opportunities for certain methods, and funding questions. This will help me understand how different schools and districts are able to teach the same science state curriculum. Then I will have one more section for my survey that will work to understand student proficiency which asks for teachers to rate on a scale from 1-10 engagement, problem solving, understanding and more. It also asks if their students are reaching state standards. This section will allow me to see if certain schools and districts aren't meeting state expectation and whether this has a correlation with income. 

Relevance 

Funding for schools has been a major discussion for years specifically as teachers have voiced their concerns about the lack of funding for their classroom. Funding is super important for schools, specifically elementary schools, because schools need funding in order to provide necessary resources for their student to ensure that they are being taught to the fullest of their abilities. Things like field trips, electronics, school supplies, and other teaching methods need adequate funding therefore the issue with underfunded schools is a very prevalent issue not only within our nation but also the state of Colorado. Within Colorado there are 1941 total schools and of which 218 of those are elemtnary schools. For all of those schools, Colorado has been underfunding them by 10 million dollars for the past 16 years. As seen by Kathleen Pithouse-Morgan, who looked at the impact of hands-on learning in the fifth grade classroom, she proved within her study the importance of teachers having access to hands on learning, specficially in fith grade. She emphazied that it was an important tool for teachers to utilize at this age to improve engagment and overall understanding of topics. However, like stated before, teachers can't use this teaching method if they don't have adqeute fundung therefore its so important that they are able to receive the funds they need. Thus, lower income areas, which aren't able to provide the same funding as other high income areas need extra support from the district, or the state and federal government. Thus, I will be working to show statistical evidence to prove that there is a correlation bewteen these factors and that lower income areas need more finical support for elemtnary schools. 

Photo Citation: 

Gallery, R. (2019). Stone Canyon Outdoor EdVentures. Stone Canyon Outdoor EdVentures. https://www.stonecanyonedge.org/retreat/gallery 

Gilbert, M. (2025, June 30). Why Outdoor Adventure Builds Confidence in Kids (and Adults). Go Ape Zip Line & Treetop Adventure. https://www.goape.com/why-outdoor-adventure-builds-confidence/ 

Outdoor Ed at Stone Canyon | The Castle Pines Connection. (2022, June). The Castle Pines Connection. https://www.castlepinesconnection.com/outdoor-ed-fifth-grade-rite-of-passage/ 

Staff, N. (2024, May 19). Inaugural 5th Grade Science Fair At North Central A Success. The Village Reporter. https://thevillagereporter.com/inaugural-5th-grade-science-fair-at-north-central-a-success/