In a letter to the West Virginia Board of Education, NSTA encourages the members of the Board to eliminate changes that were made to the Next Generation Content Standards and Objectives for Science in West Virginia Schools and revert back to the original published text. The West Virginia standards are based on the Next Generation Science Standards, but changes were made to two performance expectations prior to adoption that do not reflect the intent of the origial published NGSS document.
“NSTA supports the NGSS the way the writers wrote it because it reflects the best research in science and how students learn science. It is our hope that you will reverse the changes…so as not to compromise the work of so many science and education experts, including many science teachers in West Virginia.”
Click here to read the January 13 letter.
According to a January 12 article in The New York Times, the decision by the West Virginia Board of Education to make changes to its science standards has come under fire and prompted a meeting scheduled for Wednesday, January 14, when the board will reconsider its action. The board could decide to go back to the original language of the standards, do nothing and move forward with the current standards, or drop the new standards altogether.
Minda Berbeco, from the National Center for Science Education, states that “they are taking the standards, they are calling it the next-generation science standards, and they are changing the composition of the science to match their own personal views,” she said. “That defeats the purpose of having standards developed by scientific advisory boards.”
The West Virginia Science Teachers Association indicates that “the science was compromised” by these modifications.
Click to here read the full article.
The West Virginia Science Teachers Association, an NSTA state chapter, is criticizing the state Board of Education’s changes to K-12 science education standards focusing on climate change, indicating that the changes compromise and misrepresent the science.
“Climate change will be addressed in West Virginia classrooms, and teachers will continue to provide students with the data and skills they need to be informed West Virginia citizens,” WVSTA President Libby Strong wrote in a statement. “The science was compromised by these modifications to the standards, specifically by casting doubt on the credibility of the evidence-based climate models and misrepresentation of trends in science when analyzing graphs dealing with temperature changes over time.”
According to the article, WVSTA said it did not know about the changes before the news media reported on them.
Gayle Manchin, president of the school board, has called for a public discussion on the changes at the next school board meeting, to be held Wednesday at 10 a.m. in Charleston.
Click here to read the article in the Gazette
Click here to read the statement by the WVSTA.
Many news stories, including the Huffington Post, have reported on West Virginia’s adoption of the Next Generation Science Standards. As first reported in The Chaleston Gazette, “a member of the state board of education requested last year that alterations be made to a blueprint of new science standards, suggesting in particular that climate change not be treated as a “foregone conclusion.” After the state Department of Education drafted those changes and made the standards available for public comment, the SBOE voted in December to officially adopt them.”
The original standards ask students to assess the reasons for the rise in global temperatures over the past century. “The new version, however, asks students to assess the “rise and fall” in global temperatures. Additionally, while the original standards asked students to use data to make an “evidence-based forecast of the current rate of global or regional climate change,” the new standards ask students to assess the credibility of ‘geoscience data and the predictions made by computer climate models … for predicting future impacts on the Earth System.’”
Click here to read the full story in the Huffington Post (1-7-15)
The Coalition of State Bioscience Institutes (CSBI), a national collation of 42 state bioscience organizations and the Biotechnology Institute, has endorsed the Next Generation Science Standards. According to the statement released on December 4, “Building the talent pool for our nation and our companies requires the development and adoption in every state of internationally-benchmarked standards for student success. We strongly support local initiatives to update science learning standards to improve student achievement including adoption of the Next Generation Science Standards, which are based on the National Research Council’s Framework for K–12 Science Education. These standards will provide all students with a coherent and content-rich science education that will prepare them for college and careers.”
Click here to read the press release
According to an article in the Billings Gazette on Decmeber 15, Rep. John Patton from Wyoming will propose legislation allowing the Wyoming State Board of Education to adopt the Next Generation Science Standards. Republican Rep. John Patton says he wants to eliminate a budget footnote that prohibited the board from spending money to review or adopt the standards.
In March 2014, Wyoming’s legislature passed a bill preventing the Department of Education from spending money to review or adopt the NGSS despite a unanimous recommendation of the state’s standards revision committee (made up of Wyoming educators) to adopt the standards.
“What the proposed bill does is pretty straight forward and simple,” Rep. John Patton said Monday. “It simply removes Footnote No. 3 in the appropriations bill. It means the State Board of Education can continue with its work uninterrupted by the Legislature.”
Click here to read the December 16 article from the Billings Gazette.
Delaware science teachers are gearing up to implement the NGSS and transform science education for students. Educators are attending intensive professional development sessions geared at helping them translate the broad ideas of the standards into instruction. Officials expect it to be a gradual process over the next three years with all classroom materials and assessments aligned to the new standards by the 2016-17 school year.
“When you work as a scientist, or an engineer, or whatever you do, it isn’t all about what you know. Companies are trying to find people who can innovate, who can solve problems, who can come up with new ideas,” said Ross Armbrecht, a former DuPont engineer and current executive director of the Delaware Foundation for Science and Mathematics Education. “This requires a fundamental rethinking of how we teach.”
Click here to read the article in The News Journal. (August 2, 2014)
In a commentary in Education Week, Arthur H. Camins explores the next steps for the Next Generation Science Standards (NGSS) and what it will take for success as states and districts begin to adopt them. Camins notes that the NGSS have avoided some of the major problems experienced by the Common Core Sate Standards because the NGSS development process has been open and transparent, state adoption has been voluntary and not leveraged by federal funds, and that the guiding premises of A Framework for K-12 Education–the foundation of the NGSS–were already widely embraced. Moving forward, he identifies five state actions that will support success:
- First, states should resist the temptation to tinker with the standards.
- Second, states should interpret NGSS performance standards as they were intended—examples of what integration of the three framework strands and incorporation of engineering might look like in practice.
- Third, states that adopt the standards must declare a moratorium on high-stakes science testing.
- Fourth, from an accountability perspective, it is important to recognize two characteristics of the new science standards. They represent a new learning sequence in which understanding builds over a child’s entire K-12 educational experience. Therefore, quick achievement of its expectations for students at all grade levels is unrealistic. In addition, some of the standards stretch current ideas about concepts students are able to master at particular grade levels. These aspirational expectations require teachers to adopt a practical, action-oriented research perspective.
- Fifth, federal, state, and district policymakers should give first priority to ensuring equity and adequacy of resources and long-term sustained professional development.
Click here to read the article in Education Week (July 22, 2014)
Congratulations, New Jersey! Voting to adopt the Next Generation Science Standards.
“New Jersey historically has adopted curriculum standards that establish a high bar for student learning. Today’s re-adoption of six content areas and the adoption of the Next Generation Science Standards maintain the state’s commitment to providing schools with curriculum frameworks that convey higher-level skills and advanced learning,” said State Board President Mark W. Biedron. “The Next Generation Science Standards will enable schools to take science to the next level and to challenge and inspire students to embrace scientific inquiry both in and out of the classroom.”
To read the full press release, click here.
A guest opinion piece in the Times of Trenton by educators from three NJ colleges call on New Jersey’s education community to support the Next Generation Science Standards (NGSS) because of its power to best prepare students for the 21st century. The piece examines the important changes promoted in the standards based on what we now know about teaching and learning science and the needs of the 21st century.
“It is critical for New Jersey’s education community to join together in support of the NGSS and that we all do our part to prepare our students for the realities of the 21th century.”
Click here to read the full article. (July 7, 2014)