National standards and school science and mathematics

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

Challenges of Standards-Based Reform

Here, we address some specific challenges associated with the progress of standards-based reform. These challenges emerge from the shift in emphasis from the existing NCTM and NRC standards to various activities associated with the strategic framework. We have identified challenges that generally are common to both sets of standards.

The Challenge of Implementing School Programs for All Students

Both science and mathematics standards express the theme of equity. That is, the challenge is to provide opportunities to learn science and mathematics for those individuals who, for a variety of reasons, have historically been denied the educational opportunities they should have had. Most educators have accepted the goal that all students should achieve higher levels of scientific literacy and mathematical knowledge, although interpretations and approaches to this goal will vary. The educational programs that would further this goal might look quite different from educational programs designed primarily for students who would become scientists, mathematicians, and engineers, and who would pursue careers requiring a substantial understanding of science and mathematics. This is a new standards-based challenge in educational program design.

This goal raises three central questions: Do we really mean science and mathematics for all students? What do we mean by scientific literacy and mathematical knowledge? What changes are implied by a goal of achieving scientific literacy and mathematical knowledge for all students? To answer the first question, yes, most individuals do agree that as a goal we mean all students. Although many resist or deny the goal on literal grounds, it still stands as an expression of intentions to broaden and deepen the knowledge, understanding, and ability of all students.

What do we mean by scientific literacy and mathematical knowledge? The historical and contemporary answers to the question about science are discussed in Achieving Scientific Literacy: From Purposes to Practices (Bybee, 1997). In general, standards, frameworks, and curriculum and assessments of other nations define what they mean by scientific literacy. In the United States, we developed the NRC Standards, which provide a detailed definition of scientific literacy. The NCTM Standards (NCTM, 1989) provide a description of the valued mathematical knowledge proposed for all students. Publications such as On the Shoulders of Giants (Steen, 1990) and High School Mathematics at Work (NRC, 1997) further elaborate these mathematical content goals.

Most individuals in the educational community recognize and support the notion of providing opportunities for all students. However, we argue that they have not fully changed their perceptions, programs, and practices of education to accommodate this goal. The implications would include broadening and deepening the content of school science and mathematics, introducing substantial changes in teaching and assessment, and preparing teachers to deal with the diverse needs and backgrounds of students, as well as realigning other resources in the educational system.