Governor Brown’s Proposed Budget Could Be Bad News for Science Education
by Jessica L. Sawko
In his recently proposed budget for 2012 – 2013, Governor Brown proposes to reform K-14 education mandates by eliminating nearly half of them. One mandate that he is recommending for elimination is the Graduation Requirements mandate that requires students to complete two years of science in order to graduate from high school. The proposed budget refers to this as an “unnecessary mandate.” The proposal goes on to state that “local districts may choose to continue these activities at local discretion.” (p. 140) Click here to view the Governor’s Budget Summary – 2012-13 K Thru 12 Education. CSTA asks you to note that this is the first draft of the budget and there is work still to be done. As our colleagues at the Association of California School Administrators stated: “The governor’s budget proposal is only the beginning of the yearly budget debate and discussion. Often in January, stakeholders tend to overreact to proposals which seem dire and certain to be implemented. Even as ACSA reviews the governor’s proposal, it is challenging to keep the perspective that this is the first iteration of a budget that is likely to see some change in the coming months.” Please read on to learn more about the issue and possible implications. CSTA will continue to monitor this issue and bring you updates as they are available.
On February 2, 2010, the Legislative Analyst’s Office (LAO) published a report Education Mandates: Overhauling a Broken System. In this report the LAO, explains that the Graduation Requirement mandate passed in the 1980s was anticipated by the LAO to have minimal costs. However a 2004 superior court ruling expanded the scope of reimbursable activities associated with the mandate and it is now estimated that annual claims will reach $200 million per year. The LAO report cited the significant variations in reimbursement rates, ranging from $6 to $264 per student, depending on the district as one reason for the need for reforming the mandate. The LAO report suggests that: “requiring students to take two, rather than one, science class in order to graduate from high school now costs upwards of $200 million annually. Through a simple change to statute, the same requirement could be preserved at no cost to the state by clarifying that districts need to provide the additional science class as part of their regular course of study, which virtually all of them now do.” Given the LAO’s track record on analyzing the impact of the second year science graduation requirement on the state budget back in the 1980s, CSTA has serious doubts that eliminating the mandate will be as inconsequential as predicted in the report.
Unfortunately, the governor’s budget proposal does not make mention of any recommended statute changes described in the LAO recommendation in order to maintain the requirement of two years of science for high school graduation. He simply suggests that giving school districts more flexibility is what they need. Perhaps the Governor is banking on the fact that two years of high school science is still required for admission to CSU/UC universities. CSTA called the governor’s office for comment on the proposed mandate elimination and was informed that the Governor did not have a statement at this time.
In light of the experience we have all had with the implementation of NCLB, it is probable, as noted in a recent news article in the Santa Rosa Press Democrat by Phil Lafontaine of the California Department of Education, that given the flexibility provided under the proposed budget, “administrators might be tempted to cut the second science class and use those funds to support more English and math.” He goes on to state that “there are some ramifications there in that the inequality could be children of poverty, children of low means, children that are struggling in school may not get science. How are they going to be competitive with children who are getting two, three, even four years?” Great question!
Also in the Santa Rosa Press Democrat article by Kerry Benefield, H.D. Palmer, spokesman for the state Department of Finance, was quoted as saying: “There is no reduction or elimination of dollars in association with the elimination of that mandate. This is being put forward as a part of a broader proposal to provide school districts with greater flexibility and greater local control.” CSTA reached out to Mr. Palmer to clarify the statement about their being not reduction of dollars associated with the elimination of the mandate, however we did not hear back in time for this article.
CSTA also noted something that in light of his current budget proposal would be quite laughable, if it wasn’t so tragic: on his 2010 campaign website he touted that during his first term as governor of California he: “Promoted more Math and Science: Through the State Board of Education and the Board of trustees of the CA State University System, we increased the graduation requirements to include 3 years of math and 2 years of science.” In that same proposed education plan he promised to: “create local and state initiatives to increase school focus on science, history and the humanities–without reducing needed attention to math and English” and to “place special emphasis on teaching Science, Technology, Engineering and Math (STEM). As part of the broader curriculum described above, we need to strengthen STEM teaching and increase the number of STEM graduates. California’s economic growth depends on its continued leadership in innovation, technology, clean energy and other fields that require strong math and science training.” How does eliminating the mandate for a second year of science in order to graduate high school fulfill this campaign promise?
CSTA will be posting more extensive information on this issue in the coming days. CSTA members will receive notice when the information is available. If you are not a member of CSTA, we encourage you to thank your colleagues that are, because their support made it possible for this information to be made available to you. We also encourage you to join CSTA today in order to help CSTA to continue informing you of the issues and fighting for science education in California.
We welcome your comments.
Jessica L. Sawko is executive director of the California Science Teachers Association.
by Jessica Sawko
2014 will be a very busy year for the Next Generation Science Standards in California. On November 6, 2013, the State Board of Education took action on the issue of the middle school learning progression that they had left undecided at their September 2013 meeting. Their decision was to accept the revised recommendation that California adopt the integrated model as developed by the Science Expert Panel (SEP) as the preferred model for California middle grades science instruction, and to reconvene the SEP to develop a discipline specific model based on the domain specific model in Appendix K. The SEP is meeting on December 4 and 5 to begin this task. Once the SEP completes their work (estimated March 2014) school districts will be able to evaluate both – and choose between the integrated and discipline-specific models based on which they think will best serve their students. No further State Board action will be required to adopt the alternative discipline-specific arrangement. I encourage you to read NGSS for Middle Grades: Tips for Implementation – Step 1, Don’t Rush for tips and information.
2014 will bring a number of opportunities for science teachers to become involved in the NGSS implementation process: Learn More…
by Jill Grace and Marian Murphy-Shaw
Since April 2013 when the national version of the Next Generation Science Standards (NGSS) went public, California has been working at a steady pace to move from lead contributing state to active implementation. CSTA members and other readers of California Classroom Science may be the best informed educators in the state on NGSS at this time. This article is intended to aid middle grade teachers in communicating up-to-date information to your colleagues in science education and the educational leaders you work with.
The number one point which science education leaders, the California Department of Education (CDE), professional learning providers, and the NGSS Achieve group are all making is not to rush, there is no hurry, that 2016-17 is the probable target for full implementation. As with Common Core implementation, a sequence of events, resource preparation, policies, and teacher awareness and transition support will all occur over the next few years. Now that you can breathe again, here is a rundown of common questions and next steps to consider as you start the work towards toward NGSS implementation. Learn More…
by Susan Gomez Zwiep and Jody Sherriff
Reading, writing, speaking, and listening are integral to the development of new knowledge in science both by students in the classroom and by scientists in the field. The new Common Core State Standards (CCSS) for ELA provide a new opportunity for science teachers to integrate ELA into science instruction in ways that mirror and support scientific thinking.
Consider this scenario: when you start a new unit about density and buoyancy think about what activity or series of observations might engage your students’ curiosity. As you introduce the unit, the goal is not to “teach” but rather, to get students talking so you can assess their prior knowledge. If you are someone who typically begins by reading part of the textbook or reviewing important vocabulary, resist these urges for now and instead start immediately with a hands-on activity. Learn More…
My First Science Conference…How Did I End Up Here? Reflections of a Non-Science Person Teaching Elementary Science
by Cheryl Romig
OK, so here’s my dirty laundry. I actually chose my major in college based on the number of science classes I would have to take. I can vividly remember lying on the dorm floor, college course catalog spread out in front of my freshman year, counting science classes and crossing off potential majors if I had to take more than two. That was my limit… two classes in four years would surely send me over the edge. Learn More…
In this past month the newspapers, magazines and television shows have been commemorating the 50th anniversary of John F. Kennedy’s assassination. Kennedy inspired a generation to volunteer, to do for others and to give back to their nation. He asked Americans to step-up and to do more. As we remember and celebrate that spirit of serving, I ask you to consider what you can do for science education.
Over the past couple of months CSTA has been promoting opportunities for you to become more engaged in California science education. I have talked to people who have applied to serve on the California Department of Education’s Instructional Quality Commission and the Framework Focus Groups. Lots of you have thought about the workshop proposals you will submit for the 2014 NSTA Long Beach Area Conference – in Collaboration with CSTA! (Remember that the deadline for submission is January 15, 2014.) Learn More…