The “Next Generation Science Standards” are now out for inspection—though some remaining bits won't appear until later in the month—and Fordham's expert science team has just begun its review. In a few weeks, we'll have an appraisal. Later in the spring, we expect to produce some comparisons with individual states' present standards.

It's no secret that many of those are mediocre or worse—sometimes far worse. But it's also no secret that a few states have outstanding science standards, so devising such isn't impossible.

States that are already grappling with the challenges of implementing and assessing the Common Core standards for English language arts and math will, of course, need to determine just how many unfamiliar foods they can swallow and digest at once. And it's already evident that the new science standards will elicit some degree of controversy, not least because some topics covered therein are inherently contentious, beginning with evolution and climate change. (Climate change "activists" are already declaring that their side has "won" in the science standards.)

How science should be taught and learned is also certain to be tussled over. The NGSS emphasizes “doing” it. We'll await our reviewers' judgment of whether these new standards also pay sufficient attention to “knowing” it.

RELATED ARTICLE: Justin Gillis, “New Guidelines Call for Broad Changes in Science Education,” New York Times, April 9, 2013.

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