FBISD to focus on improving students’ science knowledge

A report on the current status of science instruction and student test results on the science portion of the Texas Assessment of Knowledge and Skills (TAKS) test was presented to the Board of Trustees at their regular January 12 business meeting by Olwen Herron, Chief Accountability and Organizational Development Officer, and Melissa Stadtfeld, Secondary Science Coordinator.

Herron noted that while the district has made significant gains on many areas of the TAKS tests in recent years, the science portion of the test is not producing the results that teachers and administrators believe that students are capable of achieving.

Following concerns about Science TAKS results, the district conducted an evaluation of all components of the Elementary Science Program in FBISD. The evaluation consisted of teacher and principal surveys and classroom observations, and teachers and principals answered questions about teachers’ content knowledge background in science, the delivery of science instruction in the classroom, existing professional development and resources for teaching science.

Overall, the following areas were identified as needing focused attention to improve students’ science knowledge:

• Professional development to build teachers’ science content knowledge
• Professional development to build inquiry-based teaching strategies
• Professional development to integrate technology into science instruction
• Professional development to increase the rigor of science instruction
• Enhanced resources for science instruction

The district study found that teachers do not spend enough time teaching science; generally only 2-3 times a week. Also, the study showed that not enough time and/or resources are available for hands-on, inquiry-based activities, which research shows to be instrumental in developing real science understanding and knowledge so that students can be successful in science as they advance up and through grade levels.

According to a 2007 Trends in International Mathematics and Science Study (TIMSS) released in 2008, the average math scores for fourth and eighth graders has increased since 1995 by 11 points for fourth graders and 16 points for eighth graders. The science scores, however, were statistically unchanged compared to 1995. The report went on to say that at many schools, the emphasis on and increased class time for language arts and mathematics generated by the No Child Left Behind (NCLB) Act has detracted from science teaching, particularly in the elementary grades.

The FBISD study also found that teachers said they were prepared to teach in most science content areas, except for the physical sciences. Stadtfeld said some of the students’ lowest scores appeared on the TEKS objectives that questioned students’ knowledge of the different forms of energy; the tilt, rotation and revolution of the earth; and, lunar and rock cycles.

Most teachers also said they need additional professional development to increase their teaching knowledge and skills in areas such as inquiry–based strategies, assessment skills, questioning strategies, and lesson-plan writing. They emphasized that more professional development is needed to increase the rigor of their science lessons and to integrate technology into science instruction.

Herron said that the need for improved science teaching and learning is not just an FBISD issue, but one that concerns educators at both the state and national level.

According to the 2008 Texas K-12 STEM Education Report Card:

• Texas is ranked 2nd in the United States in total population, but 29th in the number of scientists and engineers in the workforce.
• 4,000 Texas science and math teachers have left the classroom in recent years and it will cost $27 million to replace them.
• 40% of science teachers in the lowest performing schools failed their science certification examination at least once.
• Only 24% of Texas high school graduates are ready for college-level science.
• Only 20% of Texas teens have passing mastery (a score of 70% of better) in science.

According to the 2007 Trends in International Mathematics and Science Study (TIMSS):

• Average science scores of U.S. 8th grade students were lower than nine other countries in Asia or Europe.
• Only 15% of U.S. 4th graders and 10% of 8th graders scored at or above the advanced benchmark in science.

According to findings from the Academy of Medicine, Engineering and Science of Texas:

• Only 5% of U.S. college undergraduates earn science or engineering degrees compared to 42% in China.
• A 25% increase in engineering degrees alone would add $6 billion to the Texas economy in 15 years.

There is an abundance of research that cites the critical need in the U.S. for improved science instruction, along with recommendations necessary to make significant improvements in students’ science competency. Herron said that staff is working to identify how to best address these deficiencies in science in FBISD and would present possible solutions at the February 9 regular Board Meeting.