Preparing Today’s Students for Tomorrow’s Opportunities Florida K-12 Science Standards Framers Meeting May 2007

Preparing Today’s Students for Tomorrow’s Opportunities

Florida K-12 Science Standards Framers Meeting

May 2007

2AMERICAN DIPLOMA PROJECT NETWORKAMERICAN DIPLOMA PROJECT NETWORK

Achieve and its workAchieve and its work

Achieve, Inc., was created by the nation’s governors and business leaders in 1996 following the first National Education Summit.

Achieve is a bipartisan , non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship.

Achieve and the National Governors Association co-sponsored the 2005 National Education Summit on High Schools.


The 2005 National Education The 2005 National Education Summit on High SchoolsSummit on High Schools

At the 2005 National Education Summit on High Schools, governors from 45 states joined with business leaders and education officials to address a critical problem in American education:

Too few high school students graduate prepared for the demands of postsecondary education and 21st-century jobs.

As a result of the Summit, 29 states have joined with Achieve to form the American Diploma Project Network.


Achieve’s Benchmarking ServicesAchieve’s Benchmarking Services

Achieve contracts with individual states to provide In-depth review of standards in the core subject

areas, customized to a state’s priorities and culminating in a detailed report to the state

Alignment reviews of state tests to state standards, based on Achieve’s subject-specific protocols and conducted by content area experts


The 2005 National Education The 2005 National Education Summit on High SchoolsSummit on High Schools

Why the Urgency for Science Education Reform?


Economic warning signalsEconomic warning signals

Surrendering Our Competitive Edge Nearly half of U.S. patent applications in 2001

were filed by foreign competitors U.S. trails western Europe in number of research

publications, while Asian publications escalate1

U.S. share of high technology exports has fallen in last two decades from 30% to 17% and trade balance in high-technology manufactured goods went from plus $33 in 1990 to minus $24 billion in 20042

Sources:

[1] Computer Systems Policy Project, Choose to Compete. How Innovation, Investment and Productivity Can Grow U.S. Jobs and Ensure American `Competitiveness` in the 21st Century, 2005, p. 16.

[2] National Academies Committee on Science, Engineering, and Public Policy, Rising Above the Gathering Storm


Economic warning signalsEconomic warning signals

Likely Shortfall in STEM Professionals Sharp increase in retirements, including teachers, will

occur over next 20 years1

Falling proportion of students earning STEM degrees– from 32% to 27% – in the last 10 years2

Cannot count on continuing supply of foreign nationals who now fill numerous STEM slots

Sources: [1] National Science Board, The Science and Engineering Workforce. Realizing America’s Potential. An Emerging and Critical Problem of

The Science and Engineering Labor Force, National Science Foundation, August 14, 2003, p. 21.[2] Government Accounting Office, Higher Education: Federal Science, Technology,Engineering and Mathematics Programs and Related

Trends, www.gao.gov.new.items/d06114.pdf, October 2005.


Education warning signals: Education warning signals: international resultsinternational results

U.S. students trail peers on TIMSS (administered at grades 4 and 8)

And, trail peers on PISA (administered to 15 year-olds)

PISA may be especially telling because it targets the ability to apply knowledge, rather than content common to participating countries


Education warning signals: Education warning signals: NAEP 2005 science resultsNAEP 2005 science results

NAEP 2005 Science: Summary Results Grade 4: Overall average score up from 2000 Grade 8: Results flat Grade 12: Results flat

NAEP 2005 Science: Areas of Special Concern Though rarely statistically significant, % of students at

advanced level has declined since 1996 at all grades Greatest gains at grades 4 and 8 come from lowest 50%

of students Average score of grade 8 students for physical science

has declined since 1996


Freshmen Graduating On Time with a Regular Diploma (2003)

78%

55% 53%

0%

25%

50%

75%

100%

African American Latino White

U.S.

Too few high school students Too few high school students graduate on timegraduate on time

Source: Manhattan Institute, April 2006, Leaving Boys Behind: Public High School Graduation Rates.


College bound does not College bound does not necessarily mean college readynecessarily mean college ready

Nearly three in 10 first-year students are placed immediately into a remedial college course.

Percentage of U.S. first-year students in two-year and four-year institutions requiring remediation

28%

22%

14%

11%

0% 20% 40% 60%

Reading, writingor math

Math

Writing

Reading

Source: National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, 2003.


Source: National Center for Education Statistics, The Condition of Education, 2004: % of 1992 12th graders who enteredpostsecondary education.

Many college students who need remediation, especially in reading and math, do not earn either an associate’s or a bachelor’s degree.

Percentage not earning degree by type of remedial coursework

76%

63%

0%

25%

50%

75%

100%

Remedial reading Remedial math

Perc

enta

ge o

f co

lleg

e st

uden

tsMost U.S. College students who Most U.S. College students who

take remedial courses fail to earn take remedial courses fail to earn degreesdegrees


Towards A Solution Path:

Scientific and Technological Literacy

For All Students


Scientific and technological Scientific and technological literacyliteracy

Scientific literacy involves the ability to grasp issues, raise questions and draw conclusions, based on the quality of the supporting evidence

Technological literacy involves the ability to use technology, weigh the pros and cons of new technologies, recognize that unanticipated side effects may result, and that all technological solutions involve trade-offs.


Scientific and technological Scientific and technological literacyliteracy

These abilities are necessary, not just nice. They are essential for maximizing employment opportunities in a global

economy driven by science and technology; participating in a democracy in the context of a

global society; and making informed decisions as a consumer, e.g., on

health care and retirement planning

Yet Americans avoid studying science; the result? 20% think the sun travels around the Earth 50% believe dinosaurs and humans co-existed


The Changed And ChangingJob Market


Whether graduates are going to Whether graduates are going to college or work, they need the college or work, they need the

same skillssame skills Research by both the American Diploma Project and

ACT found:

The knowledge and skills that high school graduates will need to be successful in college are the same as those they will need to be successful in a job that pays enough to support a family well above the

poverty level provides benefits offers clear pathways for career advancement

through further education and training

Sources: ACT, Inc., Crisis at the Core-Preparing all students for College and Work, 2005Achieve, Inc. Ready or Not-Creating a High School Diploma That Counts, 2004.


A high school diploma is not the A high school diploma is not the last educational stop requiredlast educational stop required

Jobs that require postsecondary education or training will make up more than two-thirds of new jobs.

Share of new jobs, 2000–1010%

22%

36%

31% High schooldropout

High schooldiploma

SomepostsecondaryBachelor'sdegree

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.


Jobs in today’s workforce require Jobs in today’s workforce require more education & trainingmore education & training

32%40%

12% 16%9%

31% 28% 32%

0%

20%

40%

60%

High school dropouts High school graduates Some college/ associatedegree

Bachelor's degree &higher

Employment share, 1973 Employment share, 2001

-23%

-9%

+16%+16%

Source: Carnevale, Anthony P. and Donna M. Desrochers, Standards for What? The Economic Roots of K–16 Reform, Educational Testing Service, 2003.

Change in the distribution of education/skill level in jobs, 1973 v. 2001


Science is now preparation for Science is now preparation for all all careerscareers

USDOE has identified 16 Career Clusters that group occupations/industries based on commonalities

and depict multiple education pathways help students focus on an interest area without tying

them to preparation for a specific job1

Matching the real-world demands of each cluster to a recommended sequence of courses reveals that 14/16 call for 4 years of science; 2 call for 3 years an emphasis on preparation in the physical sciences all call for 4 years of math up through Algebra II2

Sources:[1] U.S. Department of Education, Office of Vocational Technical Education, Career Cluster Brochure, July 2000.[2] National Association of State Directors of Career Technical Education Consortium, Sample Plans of Study, www.careerclusters.org/plans.htm,

2006.


Science standards in the larger Science standards in the larger context of science education reformcontext of science education reform

Looking back… 50 years of reform efforts, despite significant effort and

expense, have produced meager results Previous initiatives were not systemic or sustained;

interventions occurred in silos

Going forward… States must align all components of the system: standards,

assessments, curriculum, graduation requirements, teacher preparation and development

States must wed a technical strategy to a political one to upgrade components, while gaining support

Source: Heck and Weiss, Lessons Learned about Planning and Implementing Statewide Systemic Initiatives in Mathematics and Science Education, a paper presented at the Annual Meeting of the American Educational Research Association, 2002, p. 4.


Components of an effective Components of an effective science education systemscience education system

Solid standards are essential, but ineffective unless supported with aligned assessments, curriculum, and taught by teachers with a firm grasp of science and related math skills

Currently, the U.S. comes up short on all these counts

AFT reported just 23 states had aligned science standards and tests at all three NCLB required grade levels in 2005-06

A textbook does not a curriculum make Teaching quality is key


Why the disappointing Why the disappointing performance in U.S. science?performance in U.S. science?

Low expectations Teaching knowledge and methods Low caliber curriculum and textbooks Flawed standards

Result is low performing, disengaged students

Source: CED: Learning For The Future, 2003


Science in Elementary School:Science in Elementary School:Generalists Generalists not not SpecialistsSpecialists

K-6 teachers are typically generalists who teach most, if not all, school subjects

Nonetheless, these teachers need to lay the experiential, conceptual, and attitudinal foundation for future learning by guiding students through a range of inquiry activities


Curriculum Goes into greater depth Is more quantitative Requires more advanced reasoning Uses more complex tools and technology

Teachers Often have K-8 certification with only 3-6

undergraduate credits in science ~ 60% of students in life science and ~93% in physical

science are taught by out-of-field teachers

Science in the middle grades:Science in the middle grades:a major disconnect a major disconnect


Science in high school: Science in high school: out-of-fieldout-of-field teaching teaching

High school teachers in math and science courses often teach out-of-field

• Nearly 33% of math classes are taught by teachers who lack a major or minor in math

• In biology, it is 45% • In physical sciences, it is 60%


Curriculum and textbooksCurriculum and textbooks

AAAS Project 2061 review of math/science textbooks

• Only a few math texts scored at an acceptable level

• No science texts! Urban Institute Study Feb 2005

• Science curricula based on inquiry approach are consistently more effective than traditional curricula as measured by student achievement


The Current State of State Standards


External reviews of state’s External reviews of state’s science standardsscience standards

Grade Number of States

A 7

B 12

C 9

D 7

F 15Source: The Thomas B. Fordham Institute. The State of State SCIENCE Standards 2005.

American Federation of Teachers: 7 states still lack strong science standards at elementary, middle and/or

high school

Fordham: Final Adjusted Letter Grades


Achieve’s criteria for exemplary Achieve’s criteria for exemplary science standardsscience standards

Based on its experience, Achieve has identified criteria for exemplary science standards

These include:

Rigor, Coherence, Focus, Manageability, Specificity, Clarity, Measurability and Progression


Achieve’s criteria for exemplary Achieve’s criteria for exemplary science standardsscience standards

Questions that frame the criteria for exemplary science standards:

Rigor — Do the standards represent core content and level of cognitive demand necessary for success in credit-bearing college courses and entry-level high growth jobs? To what degree are inquiry strategies and application of mathematics required?

Coherence — Do the standards convey a unified vision of science as a discipline, showing the connections among the natural sciences?


Criteria for exemplary science Criteria for exemplary science standardsstandards

Focus — Do the standards emphasize central concepts, laws, principles and unifying theories, inquiry strategies and cross-cutting ideas, such as systems, that link the natural sciences?

Manageability — Does the amount of content delineated for a grade level or course allow for in-depth teaching and learning?

Specificity — Are the standards precise enough to transmit the level of performance expected of students? Need to strike a balance between being overly general and atomistic.


More about More about specificityspecificity

Specificity A confounding issue in constructing standards is fluctuating grain-size. For example:

From global – Describe the role of light, heat and electrical energies in physical, chemical and nuclear changes.

To precise – Predict how a reaction rate will be quantitatively affected by changes in concentration.



Clarity/Accessibility — Are the standards clearly written and presented in an error free, easy-to-use format, accessible to the general public?

Measurability — Is each standard measurable, observable, or verifiable in some way? Do the standards focus on the results, not the process of teaching?



Progression — Do knowledge and skills build clearly and sensibly on previous learning and increase in intellectual demand from year to year?

(In general, there is a progression−for learners and for concepts−from the phenomenological to the empirical to the theoretical, or from a qualitative to a quantitative understanding.)


More about More about progressionprogression–an –an exampleexample from NAEP: from NAEP:

Science ContentScience Content

SCIENCE CONTENT

Physical Life Earth/Space

Matter

-Properties of matter-Changes in matter

Structures and Functions of Living Systems

-Organization and development-Matter and energy transformations-Interdependence

Earth in Space and Time

-Objects in the universe-History of Earth

Energy

-Forms of energy-Energy conversions and conservation

Changes in Living Systems

-Heredity and reproduction-Evolution and diversity

Earth Structures

-Properties of Earth materials-Tectonics

Motion

-Motion at the macroscopic and molecular levels-Forces affecting motion

Earth Systems

-Energy in Earth systems-Climate and weather-Biogeochemical cycles

Source: Science Assessment and Item Specifications for the 2009 National Assessment of Educational Progress Draft: February 20, 2006


More about More about progressionprogression–an –an exampleexample from NAEP:from NAEP:

Content TableContent Table

CONTENT TABLE (excerpt)

Grade 4 Grade 8 Grade 12

Earth Systems

Climate and Weather: From Local weather (4) to global weather patterns (8) to systems that influence climate (12).

Weather changes from day to day and over the seasons

Global patterns of atmospheric movement influence local weather.

Climate is determined by energy transfer from the sun at and near Earth’s surface

Scientists use tools for observing, recording, and predicting weather changes from day to day and over the seasons

Oceans have a major effect on climate because water in the oceans holds a large amount of heat

This energy transfer is influenced by dynamic processes such as cloud cover, atmospheric gases, and Earth’s rotation, as well as static conditions such as the positions of mountain ranges and of oceans, seas, and lakes

Source: Science Assessment and Item Specifications for the 2009 National Assessment of Educational Progress Draft: February 20, 2006


SScientific inquirycientific inquiry is at the heart is at the heart of of rigorrigor

Research, the core business of science, is based on inquiry, and includes such skills as:

Identifying questions that can be investigated scientifically Designing and carrying out a scientific investigation, including observing

and describing phenomena, generating hypotheses and identifying and controlling variables

Selecting and using appropriate tools and techniques to gather, analyze and interpret data

Developing descriptions, explanations, predictions and critiquing predictive and explanatory models

Reasoning critically and logically to determine the nature of qualitative and quantitative relationships (e.g., direct, inverse, or non-existent) and relating evidence to an explanationInquiry encapsulates higher-order thinking in science and the kind of portable

analytic skills that have broad application in today’s society.Source: National Research Council, Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, Washington, D.C.: National

Academy Press, 2000, p. 13.


Scientific inquiry is effective Scientific inquiry is effective teachingteaching

Guided inquiry is not just core science, it is effective teaching

Three separate lines of research provide evidence Discovery of problem-solving rules in mathematics Discovery of conservation strategies (Piaget’s

findings) Discovery of LOGO programming strategies


What the research base tells us What the research base tells us about science standards:about science standards:

less is moreless is more

Cognitive Research — K-8 students are far more capable of abstract thought and the ability to think scientifically than previously thought. Therefore

Focus on foundational, cross-cutting concepts and K-12 learning progressions, cycling back through core ideas in different contexts

Make standards parsimonious to allow time to address misconceptions and for students to reflect on and monitor their understanding

Source: Committee on Science Learning, Kindergarten through Eighth Grade, Richard A. Duschl, Heidi A. Schweingruber, and Andrew W. Shouse, Editors. Taking Science to School: Learning and Teaching Science in Grades K-8. The National Academies Press: Washington D.C., ©2007


Achieve’s science benchmarksAchieve’s science benchmarks

Delaware (2003)

Notable features — Grade- level standards grouped in clusters (K-3, 4-5, 6-8, 9-12); activities to show expected level of understanding; exceptional life science strand; careful treatment of controversial issues.

Indiana K-8 (2004)

Notable features — Grade- level standards; integration of core content, inquiry and mathematics


Achieve’s science benchmarksAchieve’s science benchmarks

Massachusetts Science & Technology/ Engineering Standards (2006)

— Grade spans for K-8 (preK-2, 3-5, 6-8) and full-year courses in Earth/Space science, biology, chemistry, introductory physics, and technology/engineering

— Notable features include excellent treatment of technology/engineering, description of inquiry skills, and related mathematics


Design: Massachusetts’ approachDesign: Massachusetts’ approach

Engineering Design1. Identify and explain the steps of the engineering design

process. The design process steps are identify the problem; research the problem; develop possible solutions; select the best possible solution(s); construct prototypes and/or models; test and evaluate; communicate the solutions; and redesign.

2. Understand that the engineering design process is used in the solution of problems and the advancement of society. Identify and explain examples of technologies, objects, and processes that have been modified to advance society.


Developing science standards: recommendations

Take advantage of good work already done State standards that external reviewers have judged as

exemplary, such as, Massachusetts, Delaware, Indiana K-8, Virginia and South Carolina

NAEP 2009 Framework and related Test Specifications TIMSS new 2007 Assessment Framework

Anchor standards in real world expectations Begin with high school and work backwards to K Vet with postsecondary faculty and employers so standards

reflect their expectations for college and work success

Consider assessment issues at the same time…what gets measured, gets taught


Developing science standards: additional considerations

Science for all students vs. science preparation for STEM careers

History of science


Assessment in The Service Of Instruction


Assessment not yet in the service Assessment not yet in the service of instructionof instruction

Current problems Large-scale and classroom science assessments

have different but equally important purposes, but they are not aligned

Quality and rigor are found wanting In an alignment study of items on TIMSS, NAEP,

and New Standards to NSES inquiry standards, analysts found 1/6 of multiple-choice items matched; 1/3 of constructed- response items matched; 2/3 of items embedded in performance tasks matched

Source: Kreikmeier, et al., Testing the Alignment of Items to the National Science Education Inquiry Standards, paper presented at annual meeting of American Educational Research Association, San Diego, 2004.


Characteristics of A comprehensive Characteristics of A comprehensive assessment systemassessment system

Comprehensive – a range of assessments, including formative and summative, are used to provide a variety of evidence to support decision-making;

Coherent – all levels of the system from the classroom to the state share a common vision of the goals for science education with curriculum, instruction and assessment all aligned with the standards;

Continuous – assessments measure student progress over time and are integrated with instruction;

Integrated – assessment fits into the larger system that provides professional development to build teacher capacity; and,

High Quality – all assessments meet the professional standards that are relevant given their different purposes and constraints.

Source: Shepard, Assessment in Support of Instruction and Learning, pp. 5-6.


The process of constructing science The process of constructing science standards: A recommended standards: A recommended

approachapproach

Assemble a writing team with representatives from K-12, postsecondary and business

1) Decide on the big, overarching ideas, such as matter, energy and systems, and describe their most important characteristics

2) Begin with high school, identify essential core content for each area– biology, chemistry, Earth/space science and physics– and connect these to one or two of the most closely related big ideas.

3) Pay attention to the research base on where key concepts can be optimally taught and where common misconceptions can be effectively addressed.


The process of constructing The process of constructing science standards: A possible science standards: A possible

approachapproach

4) Verify that the standards are clearly written

5) Build a K-12 matrix and check the progression of concepts and skills across grades to reveal redundancies or omissions for each standard.

6) Check the content expectations for each grade level to make sure topics cluster in a sensible way that facilitates connections and promotes powerful, yet manageable teaching units.


Solving the larger problems of Solving the larger problems of science education as a wholescience education as a whole

The task is upgrading and aligning the components of the system– standards, assessments, curriculum, instructional materials, teacher preparation and development, student requirements, paths to employment and accountability

Its execution will require A technical strategy A political strategy A state level K-16 task force to provide oversight and

coordination

Source: Heck and Weiss, Lessons Learned about Planning and Implementing Statewide Systemic Initiatives in Mathematics and Science Education, a paper presented at the Annual Meeting of the American Educational Research Association, 2002, p. 4.


A final word…A final word…

“What the future holds in store for human beings, the nation, and the world, depends largely on the wisdom with which humans use science and technology. And that in turn depends on the character, distribution and effectiveness of the education people receive.”

AAAS Science for All Americans (1990)


ADP network: ADP network: 29 states now committed to 29 states now committed to

raising achievementraising achievement

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ADP Network Policy AgendaADP Network Policy Agenda

Align high school standards with the demands of college and work.

Require students to take a college- and work-ready curriculum to earn a high school diploma.

Build college- and work-ready measures into statewide high school assessment systems.

Hold high schools accountable for graduating all students ready for college and work.

Hold postsecondary institutions accountable for the success of the students they admit.

Preparing Today’s Students for Tomorrow’s Opportunities

Florida K-12 Science Standards Framers Meeting

May 2007


For more information,please visit Achieve, Inc., on the Web at

http://www.achieve.org

Documents

Preparing Today’s Students for Tomorrow’s Opportunities Florida K-12 Science Standards Framers Meeting May 2007