Report

State of State Science Standards

This review of state science standards argues that clarity and breadth in standards can help with instruction and promote sound analytical skills. The report concludes that many states are vague in the content educators are expected to teach. Only 25 percent of the states reviewed received a “B” or higher from Fordham, while roughly half of the jurisdictions had a score of “D” or below. The standards also shirk guidelines on how to link inquiry-based learning with content, according to the researchers.

Coupled with cuts in the time students spend in science classrooms, these shortcomings can have negative effects on not only proficiency but interest in the subjects, as well, the report concludes.