January/February 2018 – Vol. 31 No. 2

The State of California’s Middle School Science Education

Posted: Sunday, April 1st, 2012

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?

This disconnect is more than political rhetoric and fodder for budget fights. The disconnect also exists between what the citizens of California want and what they get in K-8 science education.

For the past two years, West Ed has been studying science teaching in California. In October, right after the 2011 Science Education Conference, they published High Hopes – Few Opportunities: The Status of Elementary Science Education in California. This report highlighted the state of elementary science education in California. Their findings weren’t surprising to those of us close to elementary science education and science teacher preparation. They found that less than half of elementary principals believe students in their school receive a high-quality science education. Elementary teachers spend little time on science instruction, citing the emphasis on English and mathematics as the primary obstacle. Elementary teachers are underprepared to teach science, most don’t have access to science professional development and they do not have the materials needed to adequately teach science. Those of you who have been members of CSTA for a while will recognize these themes as ones we’ve been talking about for years. We need dedicated time for teaching science, materials to teach science and the professional development/preparation so that teachers can do it well. These are problems CSTA has been working hard to ameliorate through government advocacy, our CSTA publications and conferences.

This past week (March 22, 2012) West Ed released another report, this time about middle school science, Untapped Potential: The Status of Middle School Science Education in California. While middle school science teachers are much more likely to hold a degree or credential in science than their elementary counterparts, there are some similar concerns expressed in this report as the High Hopes report. While elementary teachers and their principals complained about the lack of time and resources to teach science – in large part due to the emphasis on English-Language Arts and math, middle schools are much more likely to have teachers and class periods devoted to the teaching of science. That said, the report indicates that there still isn’t enough time to teach science well. Many teachers teach both math and science, as a core. This results in great pressure for the class to become two periods of math instruction with little or no science instruction. Just as testing at the elementary level emphasizes ELA/math, AYP and API scores at the middle school level do not count science very much.

Challenges to quality middle school science instruction include lack of preparation and interest on the part of students. Based on the data reported in the High Hopes report, we know that most students do not participate in much elementary science. As a result, they come to middle school underprepared. It is unrealistic to think that three years of middle school instruction can make up for six years of missed instruction. Because students have not done science they do not know what it is and are less likely to get intrigued and excited by it. They do not know the rudiments of doing science. This often results in science instruction being reading or worksheet based as opposed to inquiry and field based. The emphasis on testing across the K-12 continuum seems to have taken away the joy of learning and squelched curiosity.

Class sizes at the middle school make doing hands-on, inquiry based science much more difficult. Not only are supplies more difficult to acquire (especially when they are being paid for by the teacher!), the larger classes sizes often make it unsafe to do certain experiments. Management of materials and people is compounded as class sizes grow.

Middle school teachers are more likely to get science professional development than their elementary counterparts. Districts have been providing much of that PD, but as budgets contract the number of district level staff devoted to science instruction is decreasing. Teachers do not get to meet with each other as much as they’d like – either within grade levels or across levels.

What does all this mean to each of us? As members of CSTA we need to band together and make our voices heard. Reports such as the two released by West Ed provide timely data about the current state of science education in our state. We need to be sure that policy makers recognize the importance of quality science instruction at all levels. We cannot ignore the elementary level and assume that we can make up those losses in middle school. Science instruction is important for our students and for our state. A wise use of the data in these reports could help us move forward. Share these reports with your district administrators and your principal. The reports argue for continued professional development, the need for schools and districts to partner with other agencies, and they call for quality science instruction. These are balanced reports without an axe to grind. They may provide us with a starting point to have meaningful, open discussions about what we need to do to improve science instruction in our state.

Laura Henriques is a professor of science education at CSU Long Beach and president-elect of CSTA.

Written by Laura Henriques

Laura Henriques

Laura Henriques is a professor of science education at CSU Long Beach and a past-president of CSTA.

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Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.



MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

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.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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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.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal 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.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. 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.

Find Your Reason to Engage

Posted: Monday, January 15th, 2018

by Jill Grace

I was recently reflecting on events in the news and remembered that several years ago, National Public Radio had a story about a man named Stéphane Hessel, a World War II French resistance fighter, Nazi concentration camp survivor, and contributor to the United Nation’s Universal Declaration of Human Rights. The story focused on a book he had published, Time for Outrage (2010).

In it, Hessel makes the argument that the worst attitude is indifference:

“Who is in charge; who are the decision makers? It’s not always easy to discern. We’re not dealing with a small elite anymore, whose actions we can clearly identify. We are dealing with a vast, interdependent world that is interconnected in unprecedented ways. But there are unbearable things all around us. You have to look for them; search carefully. Open your eyes and you will see. This is what I tell young people: If you spend a little time searching, you will find your reasons to engage. The worst attitude is indifference. ‘There’s nothing I can do; I get by’ – adopting this mindset will deprive you of one of the fundamental qualities of being human: outrage.  Our capacity for protest is indispensable, as is our freedom to engage.”

His words make me take pause when I think of the status of science in the United States. A general “mistrust” of science is increasingly pervasive, as outlined in a New Yorker article from the summer of 2016. Learn More…

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Written by Jill Grace

Jill Grace

Jill Grace is a Regional Director for the K-12 Alliance and is President of CSTA.