In January, with the release of our analysis of state K-12 science standards, we reported that the state of state science standards was very poor—the overall national average was a very low C, and 26 states earned a D or F. This news was unwelcome, if also unsurprising.
But, as many people already know, a group of 26 states have teamed up with Achieve to do for science what the NGA and CCSSO did for ELA and math—to create a rigorous set of common standards that states would have the option to adopt as their own.
Whether those standards will be worth adoption remains an open question, but insiders tell us that we can expect the first public draft to be released for comment later this spring.
Our advice to the drafters of these “Next Generation Science Standards” (NGSS) was to look to the model state standards—to places like D.C., California, and Massachusetts—to inform their work. But what about the most commonly used national international benchmarks for science achievement—the NAEP, PISA, TIMSS, and ACT? The results from these assessments are often used to describe how well (or how poorly) states and nations are doing in science education. But are the standards that undergird these assessments strong? And can they provide a roadmap for the authors of the NGSS?
To help answer this question, using the same criteria that we used to evaluate each state’s standards, we asked distinguished biologist (and veteran Fordham science reviewer) Paul Gross to analyze the...