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Nation’s Science Report Card
by
Dr. Robert Piccioni
February 8, 2011
In January, 20111, the U.S. government released the Assessment of
Educational Progress for science achievement in 2009 for students in
grades 4, 8, and 12. Assessments are released periodically for various
disciplines, not just science, and are commonly called “The Nation’s
Report Card.”
This report highlights the challenge America faces in developing the
next generation of world-class scientists to keep our nation
competitive.
Discussing our Science Report Card may not be as much fun as talking
about supernovas and neutrinos, but it is a vitally important issue.
The U.S. was once the world-leader in science education. But now,
according to the New York Times, American students rank in the bottom
one-third of developed nations in international science tests. We are
27th in the percentage of college graduates majoring in science or
engineering. Former astronaut Dr. Sally Ride says half of the graduate
students in American universities are foreign citizens who return to
their native countries after getting Masters and Doctorate degrees,
largely at U.S. taxpayer expense. She adds that China is graduating
four times as many engineers as we are.
In our current economic circumstances, it’s unrealistic to expect
substantially increased funding for education. But, that’s all the more
reason to ensure we’re smart in spending money and managing this very
important activity.
To maintain a world-leading economy and military, we should focus more
of our limited resources educating our children in disciplines that
will most benefit both them and society. Science and engineering
graduates are far more likely to get well-paid jobs than many other
disciplines, and their discoveries and innovations will build the
nation’s wealth and create many more jobs for others. Success in
science and technology is possible for everyone with sufficient
interest and determination, regardless of gender, race and ethnicity.
We should show our youth that science can be fun, exciting, and worth
their serious effort.
We can do far better in science education, even with current funding.
What follows is my summary of the most salient aspects of this 80-page
report.
The Nation’s Science Report Card is based on national tests geared for
each grade level. Scores are “normalized” such that the average
student’s score is 150 points at each grade level. The government
defines three performance levels: Basic, Proficient, and Advanced.
Of all 12th grade students,
1% were deemed Advanced
20% were Proficient
39% achieved the Basic level
40% scored below Basic
The report compares scores by race in these terms: for 8th grade
students:
162 Whites
160 Asians
132 Hispanics
126 Blacks
By type of school, in 8th grade:
165 private (excluding Catholic)
163 Catholic schools
162 Department of Defense (DoD)
149 public schools
The report does not provide the percentage of low-income or minority
students in private schools, which are important factors.
Who is best educating our future American scientists?
Would you believe the Armed Forces and Texas?
Topping overall scores for public school 8th graders are:
162 DoD and North Dakota
161 South Dakota
160 New Hampshire and Massachusetts
compared to
150 Texas
149 U.S. public school average
But this may be misleading.
Nationally, 37% of public school students are Blacks or Hispanics, who
on average scored 32 points lower than Whites and Asians.
In Massachusetts, the percentage of Blacks and Hispanics is only half
the national average, and in North Dakota, South Dakota and New
Hampshire it is only one-tenth.
On the other hand, these minorities are 37% of reporting students in
DoD schools, and 59% in Texas.
DoD schools are very likely our nation’s best. In each major racial
category, DoD students substantially outperform students of the same
race in every state
DoD White students are #1 among Whites
DoD Black students are #1 among Blacks
DoD Hispanic students are #1 among Hispanics.
Texas was not far behind DoD in each racial category. Texas spends
$6746 per pupil per year on education, ranking 35th in the nation.
What about the Golden State? In California:
Whites were 5 points below the U.S. average for Whites, 3rd worst in
the nation
Blacks were 7 points below all Blacks, 5th worst
Hispanics were 9 points below their U.S. average, by far the worst in
the nation
Asians matched the U.S. average for Asians.
Overall, California scored 137, 2nd worst in the nation, better only
than Mississippi.
In California public schools, 28% are White, 6% Black, 51% Hispanic,
and 13% Asian. California spends $7511 per pupil per year on education,
ranking 23rd. (Remember, Texas spends $6746 per pupil).
While 42% of all Californians are White, they represent only 28% of
public school students. Clearly many affluent White Californians are
abandoning public schools. It does not bode well for public education
that so many taxpayers have no personal stake in its future.
Other important factors are income and parental education.
Nationally, 48% of students who qualify for free school lunches scored
133 versus 161 for those from wealthier families.
City school students scored 142, while suburban and rural students both
scored 154.
Students whose parents did not finish high school scored 131 versus 161
for those whose parents graduated from college.
Gender differences were much smaller: males outscored females by 2
points in the 4th grade, 4 points in the 8th grade, and 6 points in the
12th grade.
So, what are our elected leaders great strategies to deal with poor
test scores, not just in science but in all subjects?
Their plan seems to be: Stop Testing!
Per yesterday’s LA Times, “Democrats say the testing overloads the
school day and is an unfair way to judge teachers, one of the party’s
principal interest groups.” “Republicans object to the act’s prominent
federal role.” While tea party supporters “want to abolish the
Department of Education altogether.”
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Dr Robert Piccioni,
Author of "Everyone's
Guide to Atoms, Einstein, and the Universe"
and "Can Life Be Merely An Accident?"
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