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ERIC Number: ED528964
Record Type: Non-Journal
Publication Date: 2012
Pages: 217
Abstractor: ERIC
Reference Count: N/A
The State of State Science Standards, 2012
Lerner, Lawrence S.; Goodenough, Ursula; Lynch, John; Schwartz, Martha; Schwartz, Richard
Thomas B. Fordham Institute
This report examines K-12 science standards for fifty states and the District of Columbia, as well as the science assessment framework of the National Assessment of Educational Progress (NAEP). The reviewers' aim is to evaluate them for their intrinsic clarity, completeness, and scientific correctness. Their earlier evaluations, as well as those evaluations conducted by others, have made it clear that too many state science standards are mediocre to poor. In particular, there are four areas where they most frequently fail to measure up. These are: (1) An Undermining of Evolution; (2) A Propensity to be Vague; (3) Poor Integration of Scientific Inquiry; and (4) Where Did All the Numbers Go? Appended are: (1) Methods, Criteria, and Grading Metric; and (2) Detailed Grades, 2012. (Contains 17 footnotes and 1 table.) [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
Identifiers - Assessments and Surveys: National Assessment of Educational Progress