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ERIC Number: EJ1014765
Record Type: Journal
Publication Date: 2013-Jul
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0036-8326
The Relationship between Time Allocated for Science in Elementary Schools and State Accountability Policies
Judson, Eugene
Science Education, v97 n4 p621-636 Jul 2013
In the United States, student achievement results from mathematics and reading are always included in high-stakes accountability calculations. Because of this, it has been argued that other subjects have been minimized due to assessment and accountability policies. In this study, the accountability practices of states were differentiated into three groups based on the degree to which science achievement contributed to accountability formulas. Data from National Assessment of Educational Progress Teacher Questionnaires were evaluated to assess the amount of time fourth-grade teachers devoted to mathematics and reading in 2003 and 2011, as well as to science in 2005 and 2009. Teachers from the three groups of states reported spending equivalent amounts of time on mathematics and reading. However, the frequency of teachers reporting spending at least 4 hours of weekly instructional time on science was significantly higher in states that integrated fourth-grade science achievement into accountability formulas versus states where science did not figure in high-stakes accountability. Implications of this significant difference are discussed and are related to states' applications to receive waivers from No Child Left Behind and to alignment with the goals of the Next Generation Science Standards. (Contains 4 tables.)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: National Assessment of Educational Progress
Grant or Contract Numbers: N/A
IES Cited: ED560919