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Implementing the Next Generation Science Standards: Early Evidence from California

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Title: Implementing the Next Generation Science Standards: Early Evidence from California
Language: English
Authors: Gao, Niu, Adan, Sara, Lopes, Lunna, Lee, Grace, Public Policy Institute of California
Source: Public Policy Institute of California. 2018.
Availability: Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
Peer Reviewed: N
Page Count: 24
Publication Date: 2018
Sponsoring Agency: S.D. Bechtel, Jr. Foundation
Document Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Descriptors: Elementary Secondary Education, Science Education, Teaching Methods, Course Content, Common Core State Standards, School Districts, Program Implementation, Barriers
Geographic Terms: California
Abstract: The California State Board of Education (SBE) adopted the California Next Generation Science Standards (NGSS) to transform science teaching and learning in K-12 schools in 2013. The new standards emphasize "three-dimensional learning": disciplinary core ideas, crosscutting concepts, and science and engineering practices. They are aligned with the Common Core State Standards to prepare students for college and careers. In this report, the authors leverage a survey conducted at the end of the 2016-17 school year to examine districts' implementation of the new standards. The authors find: (1) Implementation is uneven; (2) About half of districts have adopted the SBE's preferred models; (3) Instructional materials, science labs and equipment, teacher shortage, and teacher training present big challenges; and (4) Successful implementation may require changes in other elements of the K-12 system. The Next Generation Science Standards are an important step toward improving science education; however, the state needs to take additional steps to help districts implement NGSS and prioritize science education. The authors recommend several actions, including updating statewide high school graduation requirements, incorporating specific science metrics into the state accountability system, and leveraging NGSS to improve science education in the early grades.
Abstractor: ERIC
Number of References: 36
Entry Date: 2018
Access URL: https://www.ppic.org/wp-content/uploads/r-0317ngr.pdf
Accession Number: ED587779
Database: ERIC
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  Data: Public Policy Institute of California. 500 Washington Street Suite 800, San Francisco, CA 94111. Tel: 415-291-4400; Fax: 415-291-4401; Web site: http://www.ppic.org
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  Data: The California State Board of Education (SBE) adopted the California Next Generation Science Standards (NGSS) to transform science teaching and learning in K-12 schools in 2013. The new standards emphasize "three-dimensional learning": disciplinary core ideas, crosscutting concepts, and science and engineering practices. They are aligned with the Common Core State Standards to prepare students for college and careers. In this report, the authors leverage a survey conducted at the end of the 2016-17 school year to examine districts' implementation of the new standards. The authors find: (1) Implementation is uneven; (2) About half of districts have adopted the SBE's preferred models; (3) Instructional materials, science labs and equipment, teacher shortage, and teacher training present big challenges; and (4) Successful implementation may require changes in other elements of the K-12 system. The Next Generation Science Standards are an important step toward improving science education; however, the state needs to take additional steps to help districts implement NGSS and prioritize science education. The authors recommend several actions, including updating statewide high school graduation requirements, incorporating specific science metrics into the state accountability system, and leveraging NGSS to improve science education in the early grades.
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