Cutbacks in funding for science professional development and efforts to recruit and retain teachers further undermine efforts to strengthen science education throughout the state. Additionally, the least prepared among these science teachers are concentrated in low-performing schools, a fact that raises questions about equal access to quality science instruction, particularly for the state's low-income and minority students. How policy-makers resolve these and other issues related to science education will have long-term implications for the success of California's students and the future of the economy.
This paper presents findings of a study that examined Californians' views on science education. The findings are based on telephone interviews with 1,004 adults conducted April 7-22, 2010. Cell phone and Spanish language interviews were included to provide more complete coverage of California's population. In order to enhance understanding of the survey findings the researchers also conducted a series of six focus groups in three different regions of the state (Sacramento, San Francisco and Los Angeles) where the public shared their thoughts on science education. The focus groups included sessions with the general public, African American, Asian and Latino subgroups, as well as parents and members of the scientific community. Through these activities the researchers learned that the public certainly sees the importance of a sound science education for students, beginning in elementary school and continuing through high school. And the public senses an urgency to improve science education in California. (Contains 13 charts.) [This research was conducted with the participation of Belden Russonello & Stewart and Stone's Throw Communications. For the full report, "A Priority for California's Future: Science for Students. Analysis of Public Opinion Research. Strengthening Science Education in California," see ED533792.].
This report addresses how well California is doing to prepare its young people for the evolving economy and societal challenges. Specifically, it describes the status of science teaching and learning in California public elementary schools. This study was conducted in support of "Strengthening Science Education in California," a research, policy and communications initiative that explores the strength of science teaching and learning and offers recommendations for improving science education in California. Partners in this initiative include the Center for the Future of Teaching and Learning at WestEd; the Lawrence Hall of Science at the University of California, Berkeley; SRI International; Belden Russonello & Stewart; Stone's Throw Communications; and Inverness Research. The report synthesizes findings from multiple sources of data collected during 2010-11: surveys of district administrators, elementary school principals, and elementary school teachers; case studies of elementary schools; and data available through existing statewide datasets. It is one in a series of reports designed to provide timely and actionable information about the status of science education in California and to identify ways it can be strengthened. The central finding of this report points to the need for significant improvement: children rarely encounter high-quality science learning opportunities in California elementary schools because the conditions that would support them are rarely in place. Research Methods are appended. (Contains 21 exhibits and 8 footnotes.) [For the summary report, "High Hopes--Few Opportunities: The Status of Elementary Science Education in California. Summary Report & Recommendations. Strengthening Science Education in California," see ED525733.].
"1. From "Americanization" to "Latinization" 2. "I Just Fell into It": Pathways into the Teaching Profession 3. Cultural Guardians: The Professional Missions of Latina Teachers 4. Co-ethnic Cultural Guardianship: Space, Race and Region 5. Bicultural Myths, Rifts and Shifts 6. Standardized Tests and Workplace Tensions."
California's middle schools have a critical role to play in furthering their students' pursuit of science learning, in high school and beyond. The rapidly changing economy, advances in technology, and the press of global challenges only increase the importance of this responsibility. The potential is there for California's middle schools to provide each student with a strong science education. For the most part, their students have access to science facilities and basic equipment; the schools themselves have carved out dedicated time for science instruction in the weekly calendar; and many middle school science teachers have a background in science and have received additional preparation for teaching the subject. But a closer look reveals that this potential remains largely untapped. Many students do not receive science instruction in the earlier grades, arriving at middle school underprepared for and uninterested in learning science. Some middle school teachers may not have an adequate background for teaching science, and even those who come with a science background need opportunities to deepen their knowledge and improve their teaching skills, while keeping up with ever changing developments in the field. Overcrowded classrooms, insufficient time for instruction, and inadequate resources further limit access to high-quality learning opportunities that engage students in the exploration and practice of science. Systemic support for science education has eroded, and few schools have relationships with external organizations that could otherwise help to provide quality science learning opportunities. This CenterView highlights these issues, which are examined in greater depth in the survey-based study "Untapped Potential: The Status of Middle School Science Education in California," available on the web at www.cftl.org. This study was undertaken with the aim of better understanding the degree to which California middle schools are providing science learning opportunities that are aligned with the National Research Council's recommendations for science instruction. The Council's recommendations have led to development of the national Next Generation Science Standards, which emphasize providing comprehensive, high-quality science instruction that includes opportunities for students to learn by engaging in the scientific process. This paper offers steps that can be taken to help California middle schools more fully tap their potential to provide students with high-quality learning opportunities in science. (Contains 1 exhibit and 1 footnote.).
