California will require only one year of science to graduate from high school if Gov. Jerry Brown’s proposed budget is approved, reports the Santa Rosa Press-Democrat.
It’s part of a move to give school districts more flexibility on how they use limited funds, says Brown’s budget director.
School leaders say schools will spend even more time on reading, writing and math if the state requires less science.
“To me, it’s absolutely astounding that the state of California, our leadership, would actually believe it would be appropriate not to have more science and actually have less science,” said longtime Santa Rosa School Board member Frank Pugh. “I hope the public really understands — they are dismantling, day-by-day, public education.”
Funding flexibility lets districts shift money to required programs or drop expensive classes, such as lab science, in favor of lower-cost classes, educators said. In recent years, that’s happened to adult education, maintenance, art supplies, career technical and libraries.
“I imagine that districts that are really struggling financially will probably pocket the money to help their finances,” Pugh said.
College-bound students need at least two years of lab science to apply to state universities. The change will affect students who aren’t on a college-prep track. Some might benefit from the flexibility to pursue career options, said Nancy Brownell, assistant superintendent of the Sonoma County Office of Education.
Others believe all students need two years of science. “It’s a way to become analytical,” science teacher Patty Dunlap told the Press-Democrat. “They don’t realize they are going to have to analyze everything they do in life,” she said. “All of our kids deserve the opportunity to have a well-rounded education.”
Of course, school districts can require more science than the state minimum.
Update: California’s science standards received an A in Fordham’s State of the State Science Standards 2012. Most states received a D or F.
In particular, state standards struggled with vagueness and an overemphasis on “inquiry-based learning” instruction, while overwhelmingly failing to clearly convey the crucial connection between math and science. Although the treatment of evolution has improved since Fordham’s last assessment of state science standards in 2005, many states still miss the mark on teaching this vital topic.
The District of Columbia also earned an A, while Indiana, Massachusetts, South Carolina, Virginia got an A-. The F states, according to Fordham, were Alaska, Idaho, Montana, Nebraska, North Dakota, Oklahoma, Oregon, South Dakota, Wisconsin, Wyoming.