[CSPS] FW: State of State science standards

[Lindquist, Eric]

> This is from the most recent AIBS Public Policy Report. According to
> this report, Texas received an "F" ...
> 
> 
> REPORT GRADES STATE SCIENCE EDUCATION STANDARDS
> 
> The Thomas B. Fordham Institute has issued a report evaluating the
> quality of state science standards across the United States.  Authored
> by Paul R. 
> Gross and colleagues, the report, "The State of State SCIENCE
> Standards," 
> is available online at www.edexcellence.net/institute.  The Fordham
> Institute is not affiliated with Fordham University.
> 
> In short, the authors report that nineteen states have implemented
> "standards clear and rigorous enough to earn them an 'honors' grade of
> 'A' 
> or 'B'.  Over half of U.S. children attend school in these states."
> However, the authors awarded a failing grade to 15 states.  These
> states either have no real standards for their science program or
> standards that are so "vague and weak as to be meaningless."  The
> balance of the states received a grade of C or D.  Iowa was not
> evaluated because it does not publish science standards.
> 
> Overall, the authors commend A-graded states (California, Indiana,
> Massachusetts, New York, New Mexico, South Carolina, and Virginia),
> noting that these states have "produced exceptional academic standards
> documents that, if followed in the classroom, would result in
> excellent science programs."  However, the report criticized most
> state standards for what the authors describe as "serious problems,"
> which include:
> 
> 1. Excessive Length and Poor Navigability 2. Thin Disciplinary Content
> 3. Do-It Yourself Learning 4. Good Ideas Gone Bad 5. Shunning
> Evolution
> 
> Regarding the treatment of evolution, the report recognizes the
> threats to science education posed by the proponents of intelligent
> design/creationism. However, the authors also note, "defenders of the
> teaching of evolution are holding their ground. In fact, comparing
> this year's scores of how states are handling evolution with the
> scores assigned in 2000...we find that the teaching of evolution
> hasn't changed much.  Twenty states earned a 'sound grade this year
> for their treatment of evolution, down slightly from 24 in 2000. The
> number of states earning 'passing grades held steady at 7, while those
> earning 'marginal' grades rose from 6 to 10. 
> Failing grades (or worse, as in Kansas) held steady at 13."  However,
> it is important to remember that the report merely looks at the
> standards and does not consider how well the material is actually
> being taught in the classroom, or the extent to which students are
> learning material when it is appropriately taught.
> 
> 
> 
> Eric Lindquist, Ph.D.
> Assistant Director, and
> Associate Research Scientist
> Institute for Science, Technology and Public Policy
> George Bush School of Government & Public Service
> Texas A&M University
> 4350 TAMU
> College Station, TX 77843-4350
> 979-862-3857
> elindquist at bushschool.tamu.edu
> 
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