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Why do Florida’s K-12 students need new Science
Standards?
Three Reasons:
Low student performance on state, national, and international achievement measures
Persistent achievement gaps among demographic subgroups
Lack of preparation of graduating seniors for post-secondary education and the workforce
Student Performance
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4th grade 8th grade
FL US
‘05 NAEP data reveal that while our 4th grade students barely surpassed the
national average, our 8th grade students lagged behind.
Despite a steady across the board increase in the percentage of Florida’s students scoring at or above proficient on the Science FCAT each
year, all cohorts remain well below 50% proficiency.
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5th 8th 11th
While the percentage of Florida’s students taking AP science exams in ’06 was nearly double the national average, the percent of our students who scored at or above proficient barely exceeded the national average.
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% at or above proficient % below proficient
Demographic Achievement Gaps
5th Grade achievement on the2007 Science FCAT
8th Grade achievement on the 2007 FCAT
11th Grade Science achievement on the 2007 FCAT
While Florida’s 4th graders scored above the national average on the ‘05 Science NAEP,
significant demographic achievement gaps are evident here as well.
2005 4th grade NAEP, Fl. vs. U.S.
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All Students Black Hispanic
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Florida’s 8th graders generally performed below the national average on the 2005 NAEP,
although our Hispanic students fared better than the national average for Hispanics.
2005 NAEP 8th grade Scale Scores, Fl. vs. U.S.
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College and workplace readiness of Florida’s graduating seniors
Florida’s Agency for Workforce Innovation, labor market statistics
project:
78% of Florida’s fastest growing occupations will require post-secondary certification
by 2014, most of which will require vocational certification.
By 2030, 87% of job demand in Florida will require post secondary certification, with over a fourth requiring a Masters-level
or higher.
A study conducted by the Monitor group for the National Governors
Association (NGA) revealed that the fastest growing occupational
clusters in Florida are:
Financial Services (requiring strong math & communication skills)
Analytical Instruments (requiring strong engineering & math
skills)
Communications Services (requiring strong technical skills)
A survey of 276 leading employers from these clusters throughout the state revealed gaps in
the science, technology, engineering, and mathematics (STEM) skill sets of entry-level
employees.
Computer information science 3.18
Engineering 2.96
Life Sciences 3.34
Mathematics 3.33
Physical Science (prior year) 2.80
Scale: 5 (far exceeds) 3 (meets) 1 (far below)
Florida Employer Opinion Survey by Florida Dept. of Education Accountability, Research, and Measurement
(2006)
In terms of college readiness, ACT results show that Florida’s graduating
seniors trail the nation in science achievement, and the gap is widening.
20.2 20.220.1
19.9
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20.8 20.9 20.9 20.921
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Fl
US
% of students achieving the 24 point benchmark for college readiness on the
’06 & ’07 science reasoning portion of the ACT was low in all subgroups.
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2007
What do independent research groups say about Florida’s current Sunshine
State Science Standards?
In their 2005 The State of State Science Standards Report, the Fordham Institute
awarded an “F” grade to Florida’s Science Standards. Massachusetts got
an “A”.
Gross, et al, (2005)
Some of Fordham’s reasons:“The current documents are … sorely lacking in content…”
“…handling of physics…is disappointing, due to a prevalence of errors in fact and presentation…”
“…chemistry content in K-8 is scanty...even less is required in K-12”
“… in grade 4 the student uses criteria to understand and analyze the impact of scientific discoveries....the criteria to be used, however…are unnamed.”
Why do our children need world-class science
standards?
Two findings from the 2006 National Research Council report, Rising
Above the Gathering Storm:
Americans may not know enough about science and technology to contribute to the emerging knowledge-based economy.
Rise in new international competitors in science and engineering is forcing the US to ask whether our current education system can meet the demands of the 21st century.
NRC, 2006 Rising Above the Gathering Storm, pp 94-95
The US lags behind other leading industrialized nations in producing college graduates with first degrees
in science and engineering.
According to Achieve Inc., world-class science instruction empowers
students to:
maximize employment opportunities in a global economy driven by science and technology;
participate in a democracy in the context of a global society; and
make informed decisions as a consumer, e.g., on health care and retirement
planning.
What are some of the attributes of world-class science
standards?
Coherence – Is the sequence of topics and performances consistent with the logical nature of the disciplinary content of the subject matter? (Schmidt, et al., 2005 p. 528)Focus - Do the standards emphasize central concepts, laws, principles and unifying theories, inquiry strategies and cross-cutting ideas, such as systems, that link the natural sciences? (Slattery, 2007)Rigor - Do the standards progress in terms of depth (cognitive complexity) as students move from one grade level to the next? (Schmidt, et al., 2005)
World-class science standards reflect the conceptions of coherence, focus, and rigor promoted by the American Diploma Project
(ADP) and the TIMSS framework.
How do Florida’s current K-8 standards compare with world-
class models
Florida NAEP1 Singapore2
#1 TIMSS
Finland3
#1 PISA
# K-8 GLE’s 607 113 226 184
GLE’s per grade level
67 14 38 20
1The 2009 NAEP science framework encompasses grades 1-82Singapore begins science instruction at grade 3 and continues for a total of six years through lower secondary.3Finland’s science standards encompass grades 1-9
Data from the Trends in International Math and Science Study (TIMSS) shows
that:
“…the number of topics intended for coverage in the US is (visually) overwhelming, when compared to the composite curriculum in the top-achieving countries.” (mile-wide/inch-deep)
In the US the structure of standards documents is “diffuse and seemingly arbitrary,” when compared to the TIMSS A+ countries
Schmidt, Wang, McKnight (2005) Curriculum Coherence: an examination of US mathematics and science content standards from an international perspective. Journal of Curriculum Studies. pp 551-556
Comparisons of composite curriculum maps from five A+ TIMSS countries and those of 21 U.S. states including Florida, illustrate the relative lack of coherence in US state science standards.
General Topic Trace Mapping (GTTM) of the A+ TIMSS countries vs. US
(Schmidt et al. 2005)
Topic 1 2 3 4 5 6 7 8
Organs, tissues ♦ ♦ ♦ ♦ ♦ ♦
Physical properties of matter ♦ ♦ ♦ ♦ ♦ ♦
Plants, fungi ♦ ♦ ♦ ♦ ♦ ◊
Animals ♦ ♦ ♦ ♦ ◊ ♦
Classification of matter ◊ ◊ ◊ ◊ ♦ ♦
Rocks, soil ◊ ◊ ◊ ◊ ♦ ♦
Light ◊ ♦ ♦
Electricity ◊ ◊ ♦ ♦
Life Cycles ♦ ♦ ♦ ♦ ♦
Physical changes of matter ♦ ♦ ♦ ♦ ♦
Heat and temperature ♦ ♦ ♦ ♦ ♦
Bodies of water ◊ ◊ ◊ ♦ ♦
Interdependence of life ◊ ♦ ◊ ◊
Habitats and niches ◊ ◊ ◊ ◊
Biomes and ecosystems ◊ ♦ ◊ ◊
Reproduction ◊ ◊
Time, space, motion ♦ ♦ ♦ ♦
Types of forces ◊ ◊ ♦ ♦
Weather and climate ◊ ◊ ♦ ♦
Planets in the solar system ◊ ◊ ◊ ◊
Topic 1 2 3 4 5 6 7 8
Organs, tissues ◊ ◊ ◊ ◊
Physical properties of matter ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊
Plants, fungi ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊
Animals ◊ ◊ ◊ ◊ ◊ ◊
Classification of matter ◊
Rocks, soil ◊ ◊ ◊ ◊ ◊ ◊ ◊
Light
Electricity ◊ ◊
Life Cycles ◊ ◊ ◊
Physical changes of matter
Heat and temperature ◊ ◊ ◊
Bodies of water ◊ ◊ ◊
Interdependence of life ◊ ◊ ◊ ◊
Habitats and niches ◊
Biomes and ecosystems
Reproduction
Time, space, motion ◊ ◊ ◊ ◊ ◊ ◊
Types of forces ◊ ◊ ◊ ◊ ◊
Weather and climate ◊ ◊ ◊ ◊ ◊ ◊ ◊
Planets in the solar system ◊ ◊ ◊ ◊ ◊
A+ countries 21 U.S.states including Florida
General Topic Trace Mapping (GTTM) of the A+ TIMSS countries vs. US (cont.)
(Schmidt et al. 2005)
Topic 1 2 3 4 5 6 7 8
Magnetism
Earth's composition ◊ ◊
Organism energy handling
Land, water, sea resource cons. ◊
Earth in the solar system ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊
Atoms, ions, molecules ◊
Chemical properties of matter ◊ ◊ ◊
Chemical changes of matter
Physical cycles ◊ ◊ ◊ ◊
Land forms
Material and energy resource cons. ◊ ◊ ◊ ◊
Explanations of physical changes
Pollution ◊ ◊
Atmosphere ◊ ◊
Sound and vibration
Cells ◊ ◊
Human nutrition
Building and breaking ◊
Energy types, sources, conversions ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊
Dynamics of motion
Organism sensing and responding
Topic 1 2 3 4 5 6 7 8
Magnetism ♦ ♦ ♦
Earth's composition ◊ ♦ ♦
Organism energy handling ◊ ◊ ♦
Land, water, sea resource cons. ◊ ◊ ♦
Earth in the solar system ◊ ◊ ◊
Atoms, ions, molecules ♦ ♦
Chemical properties of matter ♦ ♦
Chemical changes of matter ♦ ♦
Physical cycles ◊ ♦
Land forms ◊ ♦
Material and energy resource cons. ◊ ♦
Explanations of physical changes ◊ ◊
Pollution ◊ ♦
Atmosphere ◊ ◊
Sound and vibration ◊ ◊
Cells ◊ ◊
Human nutrition ◊ ◊
Building and breaking ♦
Energy types, sources, conversions ♦
Dynamics of motion ◊
Organism sensing and responding ◊
A+ countries 21 U.S.states including Florida
What do these curriculum mappings reveal about K-8 science topic coverage in Florida and the US as compared to the
TIMSS A+ countries?
The A+ countries tend to introduce few new topics in each grade level and then develop those incrementally in each subsequent grade (staggered spiral).
Florida and other states often front-load complex topics like types of forces and weather & climate in early elementary grades, and then devote sparse – if any – coverage to them in subsequent grades.
What recommendations do national, international, and state science
education experts have for revising K-12 science standards?
According to findings from cognitive research, standards should:
…focus on foundational, cross-cutting concepts and K-12 learning progressions, cycling back through core ideas in different contexts, and…
… allow time to address misconceptions and for students to reflect on and monitor their understanding.
Source: Duschle et,al., (2007) Taking Science to School. National Resource Council
Recommendations from Achieve, Inc. and the American Diploma Project
(ADP) include:
Decide on big, over-arching ideas such as matter, energy, and systems and describe their most
important characteristics. Begin with high school and identify essential core
content for each area – Biology, Chemistry, Earth and Space Science, and Physics – and connect
these to one or two of the most closely related big ideas. Pay attention to the research base on where key concepts can be optimally taught and where common misconceptions can be effectively addressed.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
Verify that the standards are clearly written. Build a K-8 matrix similar to the TIMSS General
Topic Trace Mappings and check the progression of concepts and skills across grades to reveal
redundancies or omissions for each benchmark in the new standards.
Check the content expectations for each grade level to make sure topics cluster in a sensible way that facilitates connections and promotes powerful, yet manageable teaching units.
(Jean Slattery Achieve Inc., The American Diploma Project. 2007)
ADP recommendations (cont.)
What has Florida done in light of these recommendations?
K-12 science educators including Exceptional Student Education (ESE).
University scientists and faculty
Community College science faculty
Business leaders
Private citizens
In May of 2007, a committee of 33 framers comprised of representatives from the
following stake-holder groups was convened:
Jean Slattery [Achieve, Inc. American Diploma Project (ADP)]
Ted Willard [American Association for the Advancement of Science (AAAS)
(project director for the Atlas of Science Literacy)]
Bill Schmidt National Coordinator for US TIMSS (author of Why Schools Matter)
At the May 2007 meeting, the framers received presentations from these national
and international experts in science education:
Refer to the 2009 National Assessment of Educational Progress (NAEP) Science Curriculum Framework to begin building 9-12 Bodies of Knowledge (BOK) based upon science literacy expectations for all graduating seniors.
Construct grade level specific benchmarks for K-8 that support the 9-12 Bodies of Knowledge.
Refer to the General Topic Trace Mappings for the TIMSS A+ countries to analyze standards for coherence once they are completed.
What were the framers recommendations for the revisions to the Sunshine State
Science Standards?
Framers recommendations (cont.)
Refer to the Massachusetts Science Curriculum Framework to see how illustrative examples
can be included with each content statement to add clarity.
Refer to AAAS and National Research Council (NRC) literature to imbed Nature of Science
(NOS) concepts within the standards as well as NRC materials on teaching evolution and the nature of science.
Construct a Nature of Science Body of Knowledge for 9-12 and embed these concepts in the K-12 benchmarks.
What world-class documents did the framers recommend that the writers
review for Florida’s science standards revisions?
2009 National Assessment of Educational Progress (NAEP) Science Framework
American Association for the Advancement of Science (AAAS) Benchmarks for Science
Literacy
Singapore primary and lower secondary science standards
Additional documents:
Finland’s National Core Science Curriculum
Massachusetts Science Curriculum Frameworks
Indiana’s K-8 science standards
Teaching Evolution and the Nature of Science (National Research Council)
What world-class standards documents were the 2009 NAEP science framework based upon?
Content for the 2009 NAEP Science Framework was drawn
from:National Science Education Standards (NSES)AAAS Benchmarks for Science LiteracyTrends in International Math and Science (TIMSS) frameworkProgram for International Student Assessment (PISA) framework Exemplary state standards
Following the recommendations of the framers, the Office of Mathematics and Science assembled a 25 member
committee of writers to draft the revised Sunshine State Science
Standards.
The writers committee consists of:
exemplary K-12 science teachers from across the state
exceptional Student Education teachers
Community College Science Professors
University scientists and professors of science education
representation from the liberal arts
representation from business
key members of the framers committee
The Road Ahead
A draft of the revised K-12 Sunshine State Science Standards has been submitted to OMS by the writing committee for review.
A public review of the draft science standards is planned to begin concurrent with the expert review process in October - November.
The revised Sunshine State Science Standards will be submitted to the State Board in January, 2008 for adoption.
How do the Proposed 9-12 Bodies of Knowledge compare to the existing
Science Standards?Old 9-12 Benchmarks
(Same for all 9-12)
New Body of Knowledge
The Nature of Matter
Energy
Force and Motion
Processes That Shape the Earth
Earth and Space
Processes of Life
How Living Things Interact With Their Environment
Nature of Science
Earth and Space Science
Life Science
Physical Science
Nature of Science
Meet Kyla Horn,a.k.a.Science-girl, Senior atCocoa Beach Jr./Sr. HighSchool,K-12 Florida Public Schools
Kyla’s AccomplishmentsOne of 77 students in the world (and the only Florida student) selected for the highly competitive Research Science Institute at MIT.Awards and Accomplishments include: Science Fairs, Science Bowls, Science Olympiad, All Star High School Academic Team, Governor's Honor Program – Astrochemisty, Florida Junior Science, Engineering and Humanities Symposium, Intel International Science and Engineering Fair, Part of student team running ground control for payload project aboard Space Shuttle Columbia's final flight
PSAT: 240 (Perfect score)ACT: 36 (Perfect Score)SAT II Math: 800A.P. Calculus B/C: 5A.P. Physics: 5A.P. Biology: 5SAT Critical Reading: 800SAT II Spanish: 800A.P. English: 5A.P. Economics: 5A.P. U.S. History: 5A.P. Government and Politics: 5
Florida’s Office of Math and Science
Mary Jane Tappen, Executive [email protected]
Todd Clark, Deputy [email protected]
Lance King, Secondary Science [email protected]
Vie Vie Baird, Elementary Science [email protected]
Rob Schoen, Math [email protected]
