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A successful science education program must live on
Wednesday, January 10, 2001
By Stan Herman
The recent Third International Math and Science Study-Repeat (TIMSS-R) found little change in U.S. eighth-graders' performance in math and science compared with their international peers. But some southwestern Pennsylvania fifth-graders are proving that U.S. students can excel in science learning and, at the same time, are providing a beacon of hope for educators throughout the country.
The bad news is that these students may be an endangered species. But more on that later. First the good news.
Countering the latest TIMSS-R results is a just-released study of 1,500 local fifth-graders in 29 school districts in Allegheny County. These students are part of the Allegheny Schools Science Education and Technology program, or ASSET Inc. Spearheaded by Bayer in 1992, ASSET is a systemic science education reform initiative that has brought together local community partners, such as the Carnegie Science Center, the National Aviary, the Pittsburgh Zoo and Aquarium, Pittsburgh Voyager and countless others to change the way teachers teach and students learn science.
Over the last several years, ASSET has garnered more than $5 million in grants from the National Science Foundation. One of NSF's requirements, however, is that ASSET provide an evaluation five years after the initial grant is given.
Which brings me to this new study. Independent evaluators from the University of Pittsburgh, in collaboration with TIMSS officials, designed the ASSET evaluation to consist of fourth- and seventh-grade science items selected from the 1995 TIMSS test. The assessment found that compared with scores of seventh-graders from the U.S. and high-scoring countries on the official TIMSS test, ASSET fifth-graders' mean scores were much higher than U.S. students' scores; almost the same as Japan, which ranked just behind top-rated Singapore and Korea; and, ahead of England, Hungary, Czech Republic and Canada.
Today, the ASSET program is used in 34 of Allegheny County's 43 school districts, as well as 35 school districts in eight surrounding counties, reaching a total of more than 2,500 teachers and 90,000 students.
Like curricula used by high-scoring Asian countries, such as Japan and Korea, ASSET supports a curriculum that is inquiry-based and hands-on rather than rooted in textbooks and rote memorization. It also emphasizes ongoing teacher professional development that hones teaching style and science knowledge.
ASSET's student assessment also found that the total scores of students who have been part of the ASSET program since 1995 were significantly higher than those of students from districts who joined the program later, suggesting that sustained involvement in the systemic reform of science instruction impacts positively on student learning.
The NSF evaluation also required teacher assessments. Teachers' responses to questionnaires administered by ASSET each year from 1996 to 2000 indicate significant improvements in several areas. Teachers report that they are more prepared to engage students in investigative activities; comfortable with student-centered teaching practices that foster an investigative culture in the classroom; and, eager for opportunities for science-related professional development and collaboration with teachers within and across districts. They also report increased support from their principals for implementing standards-based instructional materials.
In addition, the assessment found the teaching practices and classroom culture of lead teachers who participated in at least 100 hours of professional development were observed to be significantly better than teachers with fewer hours of professional development.
We're fortunate. We've listened to and learned from the National Science Education Standards and previous TIMSS findings, and now southwestern Pennsylvania is reaping the rewards - rewards that will have far-reaching future implications for our region and its people as scientific and technological literacy increasingly play a prominent role in work force success.
Amid all of this looms a huge challenge for ASSET, which is at a critical point in its life. Its NSF grant program ends this May at the conclusion of the 2001 school year.
While the school districts do provide a portion of the funding, if our students are to continue on this proven path of academic achievement, ASSET will need increased support from the community to continue its most important work.
Very shortly ASSET will launch a campaign to attract the financial support of local resource-rich corporations, foundations and private benefactors who understand the critical nature and implications of the work required to bring about an environment that enables students, teachers, and administrators to engage in the continuous improvement of learning.
While Bayer Corp., Adtranz, Fisher Scientific, PPG and others continue to be solid ASSET supporters, the task ahead now requires the support and commitment of others.
Reforming science education is a huge job, much bigger than any one company, foundation or organization. It takes a village to improve science education and it will take our village here in southwestern Pennsylvania to do just that.
We hope that the village is listening and that our appeal will not fall on deaf ears.
Stan Herman is vice president of the ASSET board of directors and superintendent of the Woodland Hills School District.