Tag: Next Generation Science Standards

Video: Implementing New K–12 Science Standards

California’s K–12 schools are implementing the Next Generation Science Standards (NGSS) to improve the way science is taught. The standards, adopted in 2013, represent a paradigm shift for science education. Although awareness of the new standards is high, implementation has been uneven, according to a new PPIC report.

Report coauthor Niu Gao presented the analysis in Sacramento last week. She said many districts report that instructional materials are a big challenge, and most also struggle with inadequate science labs and equipment. Insufficiently credentialed science teachers and challenges in professional teacher training are two other ongoing concerns. These problems are exacerbated by California’s chronic teacher shortage.

Gao concluded with a brief summary of the report’s policy recommendations, which include a greater emphasis on science in the early grades and three science courses—instead of two—as a high school graduation requirement. Gao’s presentation was followed by a discussion among a panel of experts who work in this area.

Jessica Sawko, executive director of the California Science Teachers Association, explained the rationale for teaching science in the early grades. Since NGSS builds upon the previous years’ instruction, this can put older students at a disadvantage if they’re not taught science early. “If you’re not teaching science in grade two, then you’re underpreparing students” for courses taught in grades three to five, she said.

When asked about the upcoming field test of the NGSS, Trish Williams, a member of the California State Board of Education, called it a “great opportunity” to collect data and get a snapshot of where we are—and what to do next. But she acknowledged that test results could vary. With a large state like California, Williams said, we can’t expect everyone to “knock it out of the park” on the first try. She also expressed concern about economic issues that put “low-performing districts at a terrible disadvantage.”

Stacey Lerma, a professional development specialist with the Moreno Valley Unified School District, added, “It’s going to take time for teachers to be comfortable with everything the test is assessing and for students to be prepared” for the new standards. Despite the challenges ahead, Lerma expressed deep support for the NGSS. When kids are dreaming about what to do when they grow up, “they need to think of things besides teacher, fire fighter, police officer, and think astronaut, scientist, and engineer.”

California Needs More Math and Science Teachers

Recent reforms in educational standards—including the Common Core math standards and the Next Generation Science Standards—have altered the expectations placed on California’s teachers. Other changes, such as requiring college prep courses for high school graduation, will further increase the demand for math and science teachers. The state’s teacher workforce has already changed significantly in the past 15 years, but it will need to further evolve to meet the demands of the future.

These are a few of the challenges ahead:

  • Although the number of math and science teachers has increased in the state, there are fewer of them than in other core subjects. As a result, the average class size in math and science at all levels is larger in California than in other states. For instance, the average class size for high school science in California is 27, well above the national average (22). Similarly, average enrollment in high school math is 25, which is again higher than the national average (21).
  • The teacher workforce in math and science is aging rapidly. In 2016, the median age of the state’s math and science teachers was 44, three years older than the national average. In the next five years, California will need to replace at least 11% of these teachers due to retirement. About 12% of districts will need to replace at least 20% of their teachers.
  • The composition of the teacher workforce in math and science has changed in recent years, yet it still does not reflect the diversity of California students. In the 2000–01 school year, only 10% of math and science teachers were Latino; today, 17% of them are (while 54% of the student body is Latino). The share of Asian teachers has increased slightly, while the share of African American teachers remains unchanged. Research shows that teachers of color play a critical role in helping students of color succeed.

As California’s schools continue to implement new math and science standards, the challenge of developing a larger and more diverse teacher workforce will loom large. There are examples of efforts both in California and in other states designed to address some of these challenges. For example, Call Me MISTER in South Carolina aims to recruit college students to increase the incoming teacher pool, while other programs—like Boston Public Schools’ High School to Teacher Program—reach out to students in high schools. In addition, some programs focus on recruiting members of the local community (e.g., Teach Tomorrow in Oakland, the San Francisco Teacher Residency program, and the Grow Your Own programs in Illinois).

These initiatives represent potential models, but they would need to scale up quickly to address the challenges ahead. PPIC’s ongoing research into the implementation of the Next Generation Science Standards suggests that the high demand for quality science teachers is an emerging implementation concern.