(AP) - The nation's students are still struggling in science, with less than half considered proficient and just a tiny fraction showing the advanced skills that could lead to careers in science and technology, according to results from an exam released Tuesday.
Only 1 percent of fourth-grade and 12th-grade students, and 2 percent of eighth-graders scored in the highest group on the 2009 National Assessment of Educational Progress, a federal test known as the Nation's Report Card.
"Our ability to create the next generation of
The results also show a stark achievement gap, with only 10 percent of black students proficient in science in the fourth grade, compared to 46 percent of whites. At the high school level, results were even more bleak, with 71 percent of black students scoring below the basic knowledge level, and just 4 percent proficient.
Fifty-eight percent of Hispanic 12th-grade students scored below basic, as did 21 percent of whites.
"These are really stunning and concerning numbers," said Amy Wilkins, vice president for government affairs and communications at The Education Trust. She noted that minority and low-income students are the fastest growing parts of the youth population, making the need to increase their achievement levels all the more urgent.
The exam tests knowledge and understanding of physical, life, Earth and space sciences. Examples of skills students would need to demonstrate to perform at the advanced level include: designing an investigation to compare types of bird food in the fourth grade; predicting the sun's position in the sky in the eighth grade; and recognizing a nuclear fission reaction for those in 12th grade.
Overall, 34 percent of fourth-graders, 30 percent of eighth-graders and 21 percent of 12th-graders scored at the proficient level or above. Seventy-two percent of fourth-graders, 63 percent of eighth-graders and 60 percent of 12th-graders showed a basic level or above of science knowledge and skills.
"I'm at least as concerned, maybe even more, about the large number who fall at the low end," Friedman said. "Advanced is advanced. But basic is really basic. It doesn't even mean a complete understanding of the most simple fundamentals."
The results also indicated there are significant differences between states.
Twenty-four states had scores that were higher than the national average at fourth grade, and 25 had higher scores at eighth grade. The achievement gap was also more notable in certain states. In
The test was given to more than 150,000 students in both fourth and eighth grade, and a nationally representative sample of 11,100 high school seniors. The last time it was given was in 2005, but the test was significantly updated in 2009, making a comparison between years unreliable.
Results from the 2005 exam were also concerning: Only 29 percent of fourth and eighth-grade students scored proficient or better, as did just 18 percent of 12th-graders tested.
Friedman said the 2009 exam tested students more on how well they understand and know how to apply scientific knowledge, rather than memorization of scientific terms and formulas.
He and others said that while there are too many differences between the 2005 and 2009 exams to make a comparison, the overall trend is one of stagnation. He pointed to the Programme for International Student Assessment, a key international assessment, which shows
U.S. Education Secretary Arne Duncan said the NAEP results show students aren't learning at a rate that will maintain the
"Our nation's long-term economic prosperity depends on providing a world class education to all students, especially in mathematics and science,"
Experts pointed to a variety of factors that likely contribute to the lackluster results.
Friedman said one unintended side effect of the No Child Left Behind law has been less emphasis on science, history, arts and other subjects in order to emphasize performance in math and reading.
Wilkins was skeptical of that explanation, noting that strong reading and math skills are the underpinnings for a strong science education as well. She added that schools that are doing well in reading and math are also doing well in science.
"Yes, we have to be intentional about science education, and we have to ensure that all schools have working science labs, but you can't introduce a kid to a science lab and expect them to do well if they can't read the text," she said.