May/June 2017 – Vol. 29 No. 7

Governor Vetoes Science Ed. Legislation

Posted: Friday, October 1st, 2010

Last month we reported on promising legislation we anticipated would be signed into law by Governor Schwarzenegger. Unfortunately, and for unclear reasons, the governor vetoed all of them, in rather combative terms.

AB 97 (Torlakson), would have established an Academic Standards Commission for science and history-social science, to be convened “as funding permits” to review and revise the science and history standards.

This was a bill introduced last year which had been held in the Senate Education Committee and which we had thought was completely dead. A few weeks before the end of the legislative session, it was resurrected and sped through Senate Ed. and Senate Appropriations in the final days of the session. According to Assemblyman Torlakson’s office, the governor had indicated he would sign the bill this time–he had vetoed similar bills on two previous occasions.

Unfortunately, he again vetoed the bill, saying that revising the standards now, before the reauthorization of the Elementary and Secondary Education Act, would be premature and result in an “unnecessary, duplicative process.” See governor’s veto message.

AB 391 (Torlakson) was another last-year-bill that was resurrected from the Senate Education Committee in the final days of the legislature. This bill would have required the State Superintendent to contract for an independent evaluation of the STAR testing program. The governor vetoed the bill, only saying, “I vetoed a similar bill last year. I would ask the author to evaluate that.” Stunning. See governor’s veto message.

SB 1444 (Hancock) would have defined STEM subjects—science, technology, engineering, and math—as “courses or a sequence of courses that prepare pupils for occupations and careers that require technically sophisticated skills, including the application of mathematical and scientific skills and concepts” and went on to describe STEM education in grades 1-6 as “foundational courses” leading to success in “applied” courses in grades 7-12. The bill stated “the intent of the legislature” that the SPI use STEM funds for programs consistent with the definition above.

Again, the governor vetoed the bill, indicating that it “could create unintentional, potential barriers by preventing California from applying for and receiving funds for STEM-related programs, if grant requirements or competitive priorities are not consistent with the definition outlined in the bill.” See governor’s veto message.

To recap the successes we did have this year:

ACR 88 (Torlakson), a CSTA co-sponsored bill which establishes a STEM legislative task force, passed both houses of the legislature and is now enacted. CSTA is part of the group, including the American Chemical Society, and the California Math Council, that is recommending members for the task force. We’ll keep you posted as the task force moves to center stage.

AJR 39 (Beall & Torlakson) is a joint resolution co-sponsored by the California Council for the Social Studies and CSTA that requires the legislature to encourage the development of common core standards for social studies and science. The National Governors Association and the Council of Chief State School Officers are the entities that developed the common core reading and math standards; this resolution requires that a letter be sent to the two organizations urging them to do the same for social studies and science.

’10-’11 Budget Bill

The legislative version of the 2010-2011 budget bill includes $144K for the completion of the science and history-social science frameworks.  Of course, we are still in the early days of budget negotiations (even though the budget is a couple of months overdue), so we can’t count on this money remaining, and we can count even less on the governor not to blue pencil it if it passes the legislature.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Leave a Reply

LATEST POST

CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

Powered By DT Author Box

Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

Powered By DT Author Box

Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.