California’s middle schools have the potential to provide students with high quality science education, but significant challenges limit opportunities for science learning, leaving that potential unfulfilled, according to new research released on March 22, 2012  in Sacramento. (more…)

by Laura Henriques

What an interesting cross-roads we are at in science education! On the one hand we are told by the President and other elected officials that STEM careers and STEM education provide opportunities for our country to move forward. “STEM” is on everyone’s lips. The economic engines are going to be fueled by a STEM-literate citizenry. Those countries or states that do the best job developing this workforce will be at the forefront of innovation and economic success.

On the other hand we have shrinking budgets for K-16 education. Stakeholders at all levels are fighting for their piece of an ever-diminishing pool of resources. In an effort to reduce the costs of education, the Governor even proposed reducing the high school science graduation requirements to one year, down from two. If a STEM-literate, well educated workforce helps run the economic engines for the state, wouldn’t we want to have students taking more science?

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