Policy Evaluation of Accessibility Gains with Low-Cost Instrumentation in School Science Laboratories

Abstract

Hands-on laboratory experience is a cornerstone of effective science education, yet high equipment costs severely limit laboratory access for students in under-resourced schools. This paper introduces a quantitative policy evaluation framework designed to predict the accessibility gains that result from adopting low-cost, open-source scientific instruments in secondary school science laboratories. By modeling school-level demographic data, financial allocations, and classroom scheduling constraints, our framework simulates the transition from traditional, highly expensive proprietary laboratory equipment to high-quality, low-cost alternatives. The methodology utilizes multi-variable predictive modeling to project the increase in student-device interaction hours and the corresponding reductions in equipment sharing ratios. Empirical validation of the model demonstrates that a policy favoring open-source, low-cost instrumentation can bridge the equity gap between affluent and disadvantaged school districts, increasing student laboratory participation rates by up to fourfold in low-income brackets. Furthermore, the framework provides educational policymakers with a decision-support tool to optimize resource allocation, balance pedagogical efficacy against capital expenditure, and strategically implement hardware upgrades. By examining the trade-offs between system cost, durability, and measurement accuracy, this research establishes a systematic approach to democratizing science education through data-driven policy evaluation.