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November 5, 2007
Science Education: Myth and RealityBoardBuzz was intrigued when we came across an article in BusinessWeek called “The Science Education Myth.” The article is based on a new report by the Urban Institute that found that there is no shortage of qualified workers to fill scientist and engineering jobs and our nation’s schools actually produce a surplus of qualified workers.
How can this be? All BoardBuzz hears about is how poorly our students are performing in math and science, putting our economy at-risk. The article rebuffs the common held misconception that our students are performing poorly in math and science. It also points to the fact that students are earning more math and science credits in high school and that scores on the only national test of math, science, and reading, the National Assessment of Education Progress (NAEP), have been increasing too. Which, contrary to popular belief, shows schools have been making progress over the past couple decades in all three subjects.
But have these national gains translated into improvements compared to other countries? The article takes on this question stating that they have indeed translated into better performances internationally. The article claimed that “...the U.S. has ranked a consistent second place in science” on international assessments. Now BoardBuzz has read The Center for Public Education’s More than a horse race: A guide to international tests of student achievement earlier this year and the Center’s report didn’t seem to jive with what we read in BusinessWeek. For example, U.S. students do not currently rank second in science in any grade in either of the major international assessments (TIMSS and PISA). Actually, according to The Center’s report, in 2003 U.S. students were significantly outperformed by three countries in the 4th grade, by seven countries in 8th grade, and U.S. 15-year olds were outperformed by 15 countries, not exactly a consistent second place.
However, as the Center points out, these results don’t show that the U.S. is at the bottom of the heap and they don’t show we’re are at the head of the class either. U.S. students tend to rank in the middle of the pack, even when compared to similar industrialized nations, in both math and science, which shows we are doing some good work but we have room to improve. And as anyone who has read the Center’s report knows we should get beyond using the international data to determine who is winning the horse race and instead focus on using the wealth of data collected from these international assessments to learn from other countries how to improve student achievement.
Although there may not be a shortage of scientists and engineers that will threaten the country’s economic well-being, it does not mean the focus on improving the math and science achievement of our nation’s students is unfounded. Too many of our students leave school without the knowledge and skills they need to compete in the 21st Century global economy. That is why we need to continue the progress we have been making in math and science, as well as all other subjects, so that all students are prepared for life in the 21st Century.
Of course the million dollar question is, “What exactly are the skills students need to compete in the 21st Century?” It hasn’t been fully answered so check out the Center’s website www.centerforpubliceducation.org throughout the year as it looks to answer this and other questions on 21st Century Skills.
Posted November 5, 2007 3:29 PM | Curriculum
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