National standards and school science and mathematics

School Science and Mathematics, Oct 1997 by Bybee, Rodger W, Ferrini-Mundy, Joan, Loucks-Horsley, Susan

We explore the relationship between national standards as policy recommendations and the transformation of those recommendations into programs for school science and mathematics. We provide a brief introduction to national standards, propose a strategic framework for standards-based reform, and offer a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. A set of features common to the NCTM and the NRC standards is described. The strategic-framework focuses on dissemination, interpretation, implementation, evaluation, and revision. Challenges include implementing school programs for all students, understanding inquiry and problem solving; thinking differently about curriculum; increasing instructional effectiveness; and aligning assessment strategies with standards.

One could infer that we used the title because of its association with this journal. Although the inference is not entirely incorrect, we propose that the title identifies a theme that runs through the article: the connection between national standards as policy recommendations and the transformation of those recommendations into programs and practices for school science and mathematics. National standards are only one step on the journey of improving science and mathematics education, and those in the education community need a map for the journey and some notes concerning the challenges that lie ahead. In this article, we attempt to address these issues with (a) a brief introduction to national standards, (b) a strategic framework for standards-based reform, and (c) a discussion of specific challenges associated with the improvement of contemporary science and mathematics education. Throughout this article, we draw on the National Research Council report, Improving Student Learning in Mathematics and Science: The Role of National Standards in State Policy (Burrill & Kennedy, 1997).

National Standards for Mathematics and Science

Major reports dating from the turn of the century have influenced mathematics and science education in the United States, for example, the Committee of Ten and General Education in a Free Society (Harvard Committee, 1945). However, prior to the mid-1980s, there were few instances of professional organizations of K-12 educators producing anything as far-reaching as "national standards" for school curriculum and practice in a particular content area.

In 1986, the Board of Directors of the National Council of Teachers of Mathematics (NCTM) recognized that a convergence of forces was leading to a need for new directions in K-12 mathematics education. New societal goals for education necessitated by the demands of the information society (including mathematically literate workers, lifelong learning, opportunity for all, and an informed electorate) provided the motivation for the development of three standards documents in mathematics. These were Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989); Professional Standards for Teaching Mathematics (NCTM,1991); and Assessment Standards for School Mathematics (NCTM, 1995), hereafter called NCTM Standards. The standards documents promote the mathematical empowerment of all students through curricula and learning environments very different from what had been typical practice. McLeod, Stake, Schappelle, Mellissinos, and Gierl (1996) have written a history of their development.

In 1991, the president of the National Science Teachers Association (NSTA) asked the National Research Council (NRC) to coordinate efforts to develop national standards for science education. Between 1991 and 1995, the NRC produced several drafts of the standards and designed a process for developing national consensus for the standards. The NRC's National Science Education Standards (1996), hereafter called the NRC Standards, present a vision of a scientifically literate populace by outlining what students need to know, understand, and be able to do after 13 years of school science. The NRC document also contains standards for teaching science, professional development of teachers, assessment, science content, school programs, and the educational system. Collins (1995) has provided a history of their development. Common Features of the National Standards The NCTM and NRC Standards have a number of features in common:

They emphasize the education of all students; that is, explicit statements of equity permeate the documents.

They emphasize understanding; that is, students must comprehend the material they study and not merely memorize a series of facts or set of procedures.

They recommend developing a depth of knowledge about fundamental mathematical and scientific content and processes.

They include content, teaching, professional development, and assessment; that is, they acknowledge the need to define more than what students should know and be able to do.

They emphasize content more than curriculum; that is, the documents do not define the order, structure, and organization of school mathematics and science programs. Curriculum decisions are left to states and local school districts.