Fordham Institute Review of New Science Standards: Fealty to Conservatism & Canonical Science

Fordham Institute has published their  review of the draft of the Next Generation Science Standards.  Achieve wrote the the new science standards.   Achieve also wrote the math and reading/language arts common core standards. Unchanging fealty to a conservative agenda and a canonical view of science education restricts and confines Fordham’s review to an old school […]

Curious Relationship Between NAEP Science Framework and the Next Generation Science Standards

There is a very curious relationship between NAEP Science Framework and the Next Generation Science Standards that I discovered while studying the NGSS and wanting to find out what was emphasized on the NAEP Science Assessments.  I had read on an NSTA list that I receive that someone had questioned the distribution of questions on […]

Do Standards Impede Science Teaching and Learning?

Over the next few weeks I am going to focus on standards- and test-based educational reform with an eye toward opening a conversation about how standards and high-stakes tests might actually impede science teaching and learning. We begin by examining the science standards, which have been an integral part of science education since the publication […]

Can Inquiry Continue to be a Primary Goal of Science Teaching?

Can science as inquiry continue to be a primary goal of science teaching in the burgeoning culture of common standards, and high-stakes testing? This is a question that I raised about a year and half ago. I am returning to the question now since the National Research Council released its report entitled A Framework for K-12 […]

High-Stakes Testing = Negative Effects on Student Achievement

In earlier posts, I have advocated banning high-stakes testing as a means of making significant decisions about student performance (achievement in a course, passing a course—end-of-year-tests, being promoted, and graduating from high school).  I suggested this because the research evidence does not support continuing the practice in American schools. The research reported here sheds light […]