The Next Generation Science Standards

15 Apr

Moi wrote about the importance of science education in STEM majors profit college students of color:

As a society, we want all college students to be successful. For many students of color, college is often a daunting experience. According to the National Center on Education Statistics:

The percentage of college students who are Hispanic, Asian/Pacific Islander, and Black has been increasing. From 1976 to 2009, the percentage of Hispanic students rose from 3 percent to 12 percent, the percentage of Asian/Pacific Islander students rose from 2 percent to 7 percent, and the percentage of Black students rose from 9 percent to 14 percent. During the same period, the percentage of White students fell from 83 percent to 62 percent. Nonresident aliens, for whom race/ethnicity is not reported, made up 3 percent of the total enrollment in 2009.

See, Minorities and the Recession-Era College Enrollment Boom

Patrice Peck is reporting in the Huffington Post article, STEM Majors Prove Especially Profitable For Minority Students: Study:

And with studies showing that college degrees still hold their value, despite the economic downturn, choosing a major that yields the right post-graduate rewards is more important than ever.

According to a study published in the June issue of Research in Higher Education, majoring in science, technology, engineering, or math (STEM) proves to be the most profitable for minority students, whether they actually pursue the STEM field professionally or not.

The study, which was conducted by researchers at the University of Southern California Rossier School of Education, followed more than 1,000 Asian and Pacific Islander, Latino and black students over a period of nine years in an effort to determine the profitability of STEM degrees and help bridge the gap of minorities in those fields.

The Teaching Institute for Excellence in STEM defines STEM:

 What is STEM Education?

Science Technology Engineering & Mathematics

In 2001, Judith A. Ramaley, a former director of the National Science Foundation’s education and human-resources division was credited by many educators with being the first person to brand science, technology, engineering and mathematics curriculum as STEM. It was swiftly adopted by numerous institutions of higher education as well as the scientific communities as an important focus for education policy focus and development.

TIES always views STEM instruction and the STEM resources that support the instruction with a trans-disciplinary lens. Issues in our world arise and are demanding of solutions. Since before Da Vinci, we have taken up this call to action through the design process. It asks for a multiplicity of pathways to offer a series of plausible solutions. From that process has come the power of prototyping, and beta testing. Rarely have our classrooms offered children the chance to engage in such questioning and processes. Now, through STEM education we have the chance to invite our children to look at their school work as important to the world.

For information on how TIES STEM Consulting can work with your organization to launch a comprehensive STEM curriculum program contact us at 443-955-9168 or via email .

The study, The Earnings Benefits of Majoring in STEM Fields among High Achieving Minority Students examines the benefits of STEM education for college students of color.


Title: The Earnings Benefits of Majoring in STEM Fields among High Achieving Minority Students

Full-Text Availability Options:

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Related Items:Show Related Items


STEM Education Coalition                            

What Is STEM Education?                                    

Justin Gillis writes in the New York Times article, New Guidelines Call for Broad Changes in Science Education:

Educators unveiled new guidelines on Tuesday that call for sweeping changes in the way science is taught in the United States — including, for the first time, a recommendation that climate change be taught as early as middle school.

The guidelines also take a firm stand that children must learn about evolution, the central organizing idea in the biological sciences for more than a century, but one that still provokes a backlash among some religious conservatives.

The guidelines, known as the Next Generation Science Standards, are the first broad national recommendations for science instruction since 1996. They were developed by a consortium of 26 state governments and several groups representing scientists and teachers.

States are not required to adopt them, but 26 states have committed to seriously considering the guidelines. They include Arizona, Arkansas, California, Iowa, Kansas and New York. Other states could also adopt the standards.

Educators involved in drawing them up said the guidelines were intended to combat widespread scientific ignorance, to standardize teaching among states, and to raise the number of high school graduates who choose scientific and technical majors in college, a critical issue for the country’s economic future.

The focus would be helping students become more intelligent science consumers by learning how scientific work is done: how ideas are developed and tested, what counts as strong or weak evidence, and how insights from many disciplines fit together into a coherent picture of the world.

Here are some frequently asked questions:

Purpose of Next Generation Science Standards

Why new science standards? Why now?

Science—and therefore science education—is central to the lives of all Americans, preparing them to be informed citizens in a democracy and knowledgeable consumers.  It is also the case that if the nation is to compete and lead in the global economy and if American students are to be able to pursue expanding employment opportunities in science-related fields, all students must all have a solid K–12 science education that prepares them for college and careers. States have previously used the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) to guide the development of their current state science standards. While these two documents have proven to be both durable and of high quality, they are around 15 years old.  Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. The time is right to take a fresh look and develop Next Generation Science Standards.

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Purpose for the Standards

Contents and Research Background of the Standards

Standards Development Process

Next Steps for the Standards and Framework

Obviously these standards are aligned for the common core and there are proponents and opponents of the common core. Time will tell if these standards move more students’ academic achievement.

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