1. Whose Job Is It To Support Good Science Education Anyway? Whose Job Is It To Support Good Science Education Anyway? Lorraine Mulfinger, Ph.D. Associate Professor of Chemistry Juniata College Science In Motion PA Basic Ed / Higher Ed Partnerships in Science & Technology

2. OVERVIEW Defining “Good Science Education” and What It Costs Defining “Good Science Education” and What It Costs The What and Why of Basic Ed / Higher Ed Partnerships The What and Why of Basic Ed / Higher Ed Partnerships Funding Sources for Basic Ed / Higher Ed Partnerships Funding Sources for Basic Ed / Higher Ed Partnerships Sustaining Funding at the State and Local Levels Sustaining Funding at the State and Local Levels

3. What IS Good Science? “Back to Basics vs. Hands-On Instruction” Washington Post, February 3, 2004 “The major players: the California Curriculum Commission, which advises the state Board of Education and has recommended new criteria for K-8 textbooks that allow for a maximum of 20 to 25 percent of hands-on material.”

4. What IS Good Science? “Back to Basics vs. Hands-On Instruction” Washington Post, February 3, 2004 “In opposition are many classroom teachers and scientists – including leaders of the National Academy of Science and the California Science Teachers Association – who say the recommendation makes no sense in a field that is all about discovery.”

5. What IS Good Science? National Science Education Standards National Research Council (1995 -NAS, NAE, NSF, NASA, USDoEd, NIH) Principals and Definitions “The development of the National Science Education Standards was guided by certain principals. Those principles are: 1. Science is for all students. 2. Learning is an active process. 3. School science reflects the intellectual and cultural traditions that characterize the practice of the contemporary science. 4. Improving science education is part of systemic education reform.

6. What IS Good Science? National Science Education Standards National Research Council (1995 -NAS, NAE, NSF, NASA, USDoEd, NIH) Principals and Definitions 1. Science is for all students (EQUITY). “All students are capable of full participation and of making meaningful contributions in science classes.”

7. What IS Good Science? National Science Education Standards National Research Council (1995 -NAS, NAE, NSF, NASA, USDoEd, NIH) Principals and Definitions 2. Learning is an active process. (HANDS-ON) …Emphasizing active science learning means shifting emphasis away from teachers presenting information and covering science topics.”

8. What IS Good Science? National Science Education Standards National Research Council (1995 -NAS, NAE, NSF, NASA, USDoEd, NIH) Principals and Definitions (UP-TO-DATE) 3. School science reflects the intellectual and cultural traditions that characterize the practice of the contemporary science. “…students must become familiar with modes of scientific inquiry, rules of evidence, ways of formulating questions, and ways of proposing explanations. The relation of science to mathematics and to technology and an understanding of the nature of science should also be part of their education.”

9. What IS Good Science? National Science Education Standards National Research Council (1995 -NAS, NAE, NSF, NASA, USDoEd, NIH) Principals and Definitions (REFORM) 4. Improving science education is part of systemic education reform. “The components include students and teachers; schools with principals, superintendents, and school boards; teacher education programs in colleges and universities, textbook publishers, communities of parents and of students, scientist and engineers; science museums; businesses and industry; and legislators.”

10. What IS Good Science? How critical is this argument for today’s discussion? 20 – 25% hands-on is a minimum of one day/week! 20 – 25% hands-on is a minimum of one day/week! PA Basic Ed / Higher Ed Science & Tech Partnerships like (Science In Motion) wish to ensure that hands-on activity occur per week (with or without our support.) PA Basic Ed / Higher Ed Science & Tech Partnerships like (Science In Motion) wish to ensure that hands-on activity occur per week (with or without our support.)

11. Science In Motion 1998-1999 - Assessment Results 4 Labs / Month What IS Good Science? 119% Increase39% Increase

12. Science In Motion Assessment Results: Science In Motion Assessment Results: Students in project schools answered twice as many test questions correctly Students in project schools answered twice as many test questions correctly SIM Students demonstrated higher-order thinking skills SIM Students demonstrated higher-order thinking skills SIM students are capable of using the techniques that modern scientists use. SIM students are capable of using the techniques that modern scientists use. –a consortium-wide assessment is underway What IS Good Science?

13. Science In Motion STUDENT OUTCOMES: Better Test Scores Better Test Scores More Meaningful Science Fair Projects More Meaningful Science Fair Projects Success in Student Behavior Success in Student Behavior Produces Students who can Function in Modern Labs = Workforce/Economic Development! Produces Students who can Function in Modern Labs = Workforce/Economic Development! What IS Good Science?

14. What are Higher Education/Basic Education Science Partnerships & Why are they Essential to Good Science Education?

15. Why Are BE/HE Partnerships Essential? Systemic Problems In Schools : School systems are not organized to support change in the classroom. School systems are not organized to support change in the classroom. –Not the teachers fault –Not the administrations fault –Not school boards fault We waste a lot of time pointing fingers at people when it is the system. We waste a lot of time pointing fingers at people when it is the system.

16. Schools are organized on the model of assembly line factories. Students move along the assembly line, first grade, second grade, third grade, etc. and at each point certain things are scheduled to happen. Schools are organized on the model of assembly line factories. Students move along the assembly line, first grade, second grade, third grade, etc. and at each point certain things are scheduled to happen. …Eventually, the factory becomes outdated. Systemic Problems (continued) Why Are BE/HE Partnerships Essential?

17. Breakdowns: Teachers Lack of resources Lack of resources –Equipment & supplies are expensive Isolation Isolation –Lack of professional development opportunities involving state-of-the-art science in the teachers’ content area –Inability to collaborate with other teachers in the same content area Lack of time Lack of time –Full teaching schedules fail to allow time to develop or even to set up labs

18. Breakdowns: Administration Principals and superintendents can not be experts in every area Principals and superintendents can not be experts in every area They do not have time to work extensively with each teacher They do not have time to work extensively with each teacher They also lack resources They also lack resources

19. Breakdown: School Boards School boards are too far removed from the classroom to directly affect what happens School boards are too far removed from the classroom to directly affect what happens But, they should care about the classroom and are accountable for students But, they should care about the classroom and are accountable for students Generally lack experience on the board and in education Generally lack experience on the board and in education

20. THE BOTTOM LINE: Problem: Teachers know what they need, but school boards control spending Teachers know what they need, but school boards control spending Boards under community pressure to limit taxes, as are state legislators Boards under community pressure to limit taxes, as are state legislatorsAnswer: Sharing resources among school districts is the most cost effective answer Sharing resources among school districts is the most cost effective answer Higher Ed can contribute infrastructure without direct costs added to the program Higher Ed can contribute infrastructure without direct costs added to the program

21. THE BOTTOM LINE: Answer: An external intervention is needed to produce systemic change.

22. Higher Education Institutions Provide: Higher Education Institutions Provide: –Teacher Training –Continuing Professional Development –Resources for the classroom –Support IN the classroom Cost Efficacy Cost Efficacy –Sharing of less frequently used, expensive resources –Infrastructure (facilities and personnel) already in place Solution: Basic Ed / Higher Ed Sci & Tech Partnerships

23. What Teachers say about SCIENCE IN MOTION: HANDS-ON SCIENCE –The most significant program in which they have been involved –They feel more like scientists –They are excited to have up-to-date lab activities –They have neither the time nor the resources to conduct the same hands-on activities without SIM Solution: Basic Ed / Higher Ed Sci & Tech Partnerships

25. Programs in U.S. Model Programs in 10 StatesModel Programs in 10 States Alabama*CaliforniaDelaware*IllinoisIndiana* New York North Carolina OhioPennsylvania*Virginia * Statewide Programs

26. 11 Pennsylvania Sites University of Pittsburgh at Bradford Cedar Crest Clarion University Drexel University Gannon College Gettysburg College Juniata College Susquehanna University Ursinus College Westminster College Wilkes College

27. 12 Alabama Sites University of North Alabama University of North Alabama Athens State College Athens State College Alabama A&M and University of Huntsville Alabama A&M and University of Huntsville University of Alabama University of Alabama University of Alabama at Birmingham University of Alabama at Birmingham Jacksonville State Jacksonville State University of Montevallo University of Montevallo University of South Alabama University of South Alabama Alabama State University Alabama State University Auburn University Auburn University Troy State University Troy State University

28. RECONGNIZED SUCCESS Featured by Featured by –ABC News with Peter Jennings –Nightly Business Review feature with Morley Safer Winner of the 2004 Innovations Award from the national Council of State Governments Winner of the 2004 Innovations Award from the national Council of State Governments

29. Funding Sources for Basic Ed / Higher Ed Partnerships

30. Partnerships should serve: Partnerships should serve: –16,000 students, K-12 8-10 Rural School Districts 8-10 Rural School Districts The Ideal Pennsylvania Program... OR Part of a Single Urban School District Funding for Basic Ed / Higher Ed Partnerships

31. Each Partnership would have: Each Partnership would have: –Biology Van –Chemistry Van –Physics Van –Elementary Van Funding for Basic Ed / Higher Ed Partnerships

32. The funding for these projects would be an average of $55 per year per child. 16,000 Students x $55 Per Child $880,000 Per Year Funding for Basic Ed / Higher Ed Partnerships

33. US EDUCATIONAL SPENDING Per Pupil Spending Alabama Alabama$5,601 Pennsylvania Pennsylvania$7,824 US Average US Average$6,835* *$55 = <1% of total student spending

34. ALABAMA – ASIM ANNUAL EXPENDITURES FY 1998-99 $65.21 per student $125,000 per discipline FY 1999-00 $55.72 per student $122,000 per discipline FY 2000-01 $47.65 per student $108,013 per discipline

35. Statewide Expenditures 12 Alabama Sites Student Population: 731,000 11 Pennsylvania Sites Student Population: 1,800,000 1994/95: $2.71 million 1995/96: $1.84 million 1996/97: $2.83 million 1997/98: $2.57 million 1998/99: $2.77 million 1999/00: $2.67 million 2000/01: $2.44 million 2001/02: $2.45 million 1999/00: $2.50 million 2000/01: $2.00 million 2001/20: $2.00 million

36. Funding for Basic Ed / Higher Ed Partnerships Average <$ 200,000 per subject

37. Coordination Expenses Added = >$150k Funding for Basic Ed / Higher Ed Partnerships With Additional Foundation/Private Support ~ $300k

38. HOW IS SCIENCE FUNDED? National Science Foundation Math & Science Partnerships (MSPs)* Projects Funded Targeted Awards FY ’02 FY ‘03 2-Year Total Math Only 91221 Science Only 358 Math & Science 5612 *Note Review Criteria: Plan for sustainability

39. HOW IS SCIENCE FUNDED? The future of (MSPs) NSF (Direct Awards) USDoEd (State Block Grants) FY ’02 $160 M $12.5M FY ’03 $129 M $101 M FY ’04 $139 M* $149 M * $120 M may move to USDoEd

40. SUSTANING FUNDING: Shifting from Federal to State/Local Support Unfunded applications: 1998 – Physics Van Expansion (NSF) 1999 – Physics Van Expansion (NSF) 2001 – Elementary Van Program (Dreyfus) 2002 – Statewide K-8 Expansion (NSF/MSP) 2003 – Regional K-8 Expansion (NSF/MSP) 2003 – Regional K-8 Expansion (PDE/Title II)

41. SUSTANING FUNDING: Shifting from Federal to State/Local Support NSF Mission: “To promote the progress of science; to advance the national health, prosperity, and welfare; and to secure the national defense.” PA State Constitution “…shall provide for the maintenance and support of a thorough and efficient system of public education…” PA School Code (School Boards): …review and approve curriculum & text books

42. ...and SCIENCE? Pennsylvania will not test science until 2005 at the earliest. READING, WRITING & ‘RITHMATIC

43. Sustaining Funding at State & Local Levels CURRENT PA FUNDING DILEMMA PA House and Senate support continue state funding PA House and Senate support continue state funding Governor Rendell and Secretary for Education Advocate charging individual school districts through block grants Governor Rendell and Secretary for Education Advocate charging individual school districts through block grants

44. Some Arguments for State Funding: Constitutional Mandate of the State Constitutional Mandate of the State High Tech Workforce Development is a state priority High Tech Workforce Development is a state priority Equity is assured for poorer districts Equity is assured for poorer districts

45. Some Arguments for Local Funding: PA School Code emphasizes local control (not funding) PA School Code emphasizes local control (not funding) –School Boards must approve curriculum –School Boards must approve the budget BUT, approval does not = funding approval does not = funding local boards cannot create new forms of taxation local boards cannot create new forms of taxation will block grants be used for science by administrators and boards with other priorities? will block grants be used for science by administrators and boards with other priorities?

46. CONCLUSION: Short Term In the current climate, sustained funding will most likely be at the state level: Equity Equity Cost Efficacy (shared resources) Cost Efficacy (shared resources) Can enact legislation to raise necessary revenues Can enact legislation to raise necessary revenues Department of Ed can coordinate and monitor spending (prevent out-dated content – but they do not have the resources to provide the program directly.) Department of Ed can coordinate and monitor spending (prevent out-dated content – but they do not have the resources to provide the program directly.) Science has a key role in workforce & economic development – state priorities Science has a key role in workforce & economic development – state priorities

47. CONCLUSION: Long Term Funding COULD occur at the federal level if science were made a national priority and was seen as important as reading and math

48. CRISIS SOLVED BY SCIENCE Unemployment Unemployment Infrastructure Support Infrastructure Support –Electrical Grid –Computer Networks –Medicine –Anti-terrorism

50. PA Basic Ed/Higher Ed Science and Technology Partnerships Statewide Project Coordinators Statewide Project Coordinators –Dr. Lorraine Mulfinger –Dr. Don Mitchell Juniata College Huntingdon, PA 16652 814-641-3566 or mulfinger@juniata.edu www.scienceinmotion.org* *internet links to other higher ed program