Review of the National Research Council's Framework for K-12 Science Education
By Paul Gross / October 4, 2011
Filed under: Curriculum & Instruction , Standards, Testing, & Accountability
Representatives from twenty states are hard at work developing Next Generation Science Standards—and using as their starting point the National Research Council’s recently released Framework for K-12 Science Education. This review of that framework, by Paul R. Gross, applauds its content but warns that it could wind up sending standards-writers off track. This appraisal finds much to praise in the Framework but also raises important concerns about a document that may significantly shape K-12 science education in the U.S. for years to come.
Related Education Gadfly Articles
In the Press
Related Publications
The Thomas B. Fordham Institute has provided big-picture feedback and detailed, standard-specific commentary for the second draft of the Next Generation Science Standards—standards that done right, set a firm foundation upon which the rest of science education across the states will be constructed. In our comments on the first draft, we concluded that “the NGSS authors have much to do to ensure that the final draft is a true leap forward in science education.” In comments on Draft II, we address to what extent NGSS writers have moved closer to a set of K–12 science standards that even states with strong standards of their own would do well to adopt.
Profiles of six public high schools that serve poor and minority students to high levels of excellence.
Our annual analysis of school performance in our home state's major urban areas, plus a projection of proficiency rates when the PARCC exams arrive in 2014-15.
"Moving Up" is The Thomas B. Fordham Foundation's charter school sponsorship accountability report for 2011-12. Through it, we hope to help readers understand the complexities of charter schools and better appreciate the hard work of the teachers, school leaders, and board members who serve not only the schools we sponsor but also the schools around the state and nation that are working to make a difference in the lives of children. This year's report features an in-depth look at the struggles of two Fordham-sponsored schools in Dayton; it is researched and written by former Dayton Daily News reporter and editor Ellen Belcher.
