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ERIC Number: ED524696
Record Type: Non-Journal
Publication Date: 2011-Sep
Pages: 35
Abstractor: ERIC
Reference Count: N/A
Review of the National Research Council's Framework for K-12 Science Education
Gross, Paul R.
Thomas B. Fordham Institute
The new "Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" is a big, comprehensive volume, carefully organized and heavily documented. It is the long-awaited product of the Committee on a Conceptual Framework for New K-12 Science Education Standards. As noted, it is a weighty document (more than 300 crowded pages), in places meticulous, not only on the customary issues of standards-writing, but also on broader, more ramified issues of K-12 education in the U.S. This paper presents a review of the new "Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas." In this review, the author begins with, and pays most attention to, the content recommendations, their structure, their justifications, their considerable strengths and few weaknesses. The author then touches (in "Content and Rigor II") on some but not all of the accessory discussions and recommendations provided in the Framework with emphasis on likely responses to them by standards-writers and, perhaps more important, by curriculum- and lesson-planners closer to the classroom: the true field of action. Appended are: (1) Common Grading Metric; and (2) Criteria for Science Content. (Contains 3 boxes and 32 endnotes.) [Foreword by Chester E. Finn, Jr. and Kathleen Porter-Magee.]
Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Carnegie Corporation of New York; Thomas B. Fordham Foundation
Authoring Institution: Thomas B. Fordham Institute
Identifiers - Location: United States