January/February 2018 – Vol. 31 No. 2

Whither or Wither Science Ed?

Posted: Tuesday, March 1st, 2011

by Christine Bertrand

As you will read elsewhere in this issue of CCS, I will be retiring from CSTA at the end of this month, after a truly wonderful 15 years with the organization.  When I was hired, lo those many years ago, I had no expectation of remaining with the association so long.  Indeed, I wasn’t sure just how far we, collectively, could take the organization which is, after all, made up solely of teacher-volunteers, and we all know how much extra time teachers have to dedicate to their own extracurricular activities.  What I found within a very short while, however, was that this organization and its leadership and members are dynamic, dedicated, and almost rabid about quality science education. Okay—no “almost” about it.  So I can say with a lot of melancholy but with no hesitation that it has been an absolute joy to have worked with all of you over these past 15 years.  I thank you from the bottom of my heart.

But this editorial isn’t really about me; it is about CSTA and its members—you.

As I was going through my old papers and deciding which ones to chuck and which ones might be useful to my successor, Jessica Sawko, I came across, quite randomly, a report to our board of directors which I had written in 2001.  Please allow me to share an excerpt from that report.

The [Curriculum Commission] had a discussion about the many comments [on the draft of the science framework] from the field lamenting that science is not being taught in elementary grades.  Most of the commissioners agreed that science is not being taught in grades K-3 and that that is a problem, but many rejected the notion that science is not being taught in grades 4-6.  I commented to them that, indeed, science is not being taught in grades K-5 in many schools and that it is a real problem, particularly as the state has issued K-5 standards which are expected to form the foundation for continued science education in subsequent grades.  A couple of the commissioners tried to convince me otherwise, as though some great consequence depends on everyone agreeing that K-3 is a problem but not 4-6.  There appears to be some agenda on the part of many commissioners to deny the problem, perhaps (I’m speculating here) in preparation for the poor test results which are likely to ensue when science is finally tested in grade 5.  They want to be able to say that, even though students didn’t learn science in grades K-3, they’ve been getting lots of science in grades 4 and 5, so the poor test results must be someone else’s fault, not theirs or the State Board of Ed. who’ve focused exclusively on reading.

Just the day before I read this, we had been greeted by the following headlines regarding the latest NAEP (National Assessment of Educational Progress) science test: “Low scores, low priority for science”; “Low science scores should shock state at the center of technology universe.”  Now, I’m not claiming any kind of clairvoyance or prescience here; most of us predicted what the outcome of the “no science in elementary school” mandate would be ten years down the road.  But that doesn’t make it any easier to stomach the blame game that is now ensuing—nationwide, actually—wherein teachers are getting the brunt of the criticism for low test scores.

What the non-educator public doesn’t know, or at least doesn’t understand, is the impact a decade’s worth of poor policy decisions at the state level has had on science education in our public schools.  Let me enumerate.

Our science standards were adopted in 1998, and there is nothing in California law that requires them ever to be reviewed and updated.  In fact, during his tenure, Governor Schwarzenegger vetoed at least two bills that would have required the review and revision, as necessary, of the science standards, something that would seem to be eminently sensible to most people.  The science standards themselves are extensive; indeed many argue they are too extensive, as they do not permit teaching any scientific concept in enough depth for true understanding.  The standards appear as a list of facts to be memorized and able to be tested via multiple choice tests rather than concepts to be understood.  The NAEP, on the other hand, includes expositive questions requiring analysis and description.  So the first issue to explore in a discussion of why California students do poorly on the NAEP is the possible disconnect between our standards, which are now 13 years old, and what is tested on the NAEP and how it is tested.

Although we have science standards for Kindergarten through grade 12, science is only tested in grades 5, 8, and 9-11.  As we know, science teaching at the elementary level is all but nonexistent, with many administrators directing teachers not to teach science, but to concentrate on math and reading.  Even at the fifth grade level, where students are tested only on the fourth and fifth grade standards, the test counts for a paltry 6 percent of a school’s K-5 API (Academic Performance Index), whereas English language arts (ELA) counts for 56 percent and math for 38 percent.  For a school administrator being held accountable for meeting performance goals, what, then, is the incentive to encourage teaching science at the elementary school level, particularly when pressure to increase ELA and math scores is as extreme as it has become?

The standards are predicated upon the assumption that the scientific concepts taught at one grade level are built upon in subsequent grades, so that, for instance, when students enter sixth or seventh grade, the teacher should be able to assume that they will have at least been introduced to the information contained in the K-5 standards, if not having mastered them.  However, if science is not taught until fourth grade, and then what is taught is only what will be on the fifth grade test, teachers in middle school have a larger job than just teaching what is contained in the grades 6-8 standards; they must provide remediation first.  Furthermore, middle school (grades 6-8) science counts for only 7 percent of a district’s API, whereas ELA counts for 52 percent and math for 34 percent; again, what is the incentive for teaching science at the middle school level?

In 2009, the state was in the middle of revising the science framework, in anticipation of adopting new science instructional materials in 2012, when the governor unceremoniously suspended the required textbook adoption schedule and halted all work on curriculum frameworks.  This suspension has pushed the date for the next science adoption to 2017—yes, 2017.  That means that California’s students will be using instructional materials that are over 11 years old before new materials will be required.  And more concerning yet, if we are not able to convince the legislature and governor to require a review and revision of the state science standards, those materials adopted in 2017 will be based on standards that are almost 20 years old!  Can there possibly be a parent in the state who would be happy with their child learning science that is 20 years old?  (CSTA is sponsoring (yet another) bill that would require the review and revision of the standards: SB 300.  Check out the legislative update in this issue of CCS for more information.)

It is more than annoying when pundits jump on the “blame-the-teacher” bandwagon; it would behoove them to take some time to understand how our policy leaders have devised a system that is out of whack with our state’s economic and technological priorities and with the nation’s expectations.  Perhaps they like it that way.  But if they don’t like it that way, they should put the responsibility where it really belongs.

If I leave CSTA with one wish, it’s that all of you become or stay engaged in the struggle to see science education reinstated to its proper and essential role in the education of our state’s students.  They really have only you to depend on.

Christine Bertrand is (until March 31) the executive director of CSTA.

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.

2 Responses

  1. I will stay engaged. I am. Chipping away within a school, a district, friends, parents, through conferences, the children coming into class every day. A few letters to editors, doing what I can each day. This must change, it has to.

  2. Thanks, Christine,
    That’s a useful summation. Historical perspectives can be forgotten or set aside. CSTA will build on them.

    Enjoy the next stage of your life.

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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.