Expectations in 37 states were compared to the 2009 National Assessment of Education Progress (NAEP) eighth-grade science test.
New Hampshire has the fewest students meeting state benchmarks — and the highest benchmarks. At every level — basic, proficient and advanced — New Hampshire equals or exceeds NAEP expectations. As a result, only 0.4 percent of New Hampshire eighth graders rank as “advanced” in science. Nearby Connecticut calls 62 percent of its eighth graders “advanced,” but the expectations are “basic” by NAEP standards.
At the “proficient” level, only four states — New Hampshire, Louisiana, Massachusetts, and Rhode Island — are at or above NAEP’s standard. Fifteen states label students “proficient” who’d score below “basic” on NAEP.
Virginia has the lowest definition of “proficient,” followed by Tennessee, Michigan, North Carolina, Iowa, Connecticut, New York, New Jersey, Georgia, Maryland, Texas, Oregon, South Carolina, California and Arizona.
ACT estimates 13 percent of eighth-graders nationally are on track to succeed in college science classes.
“Raising the bar on measuring student achievement will take fortitude as some states see the percentage of proficient students plummet,” said CTEq Board of Directors Chair Craig R. Barrett, Ph.D., and retired CEO and Chairman of the Board of Intel. “Though it may be painful and initially unpopular, we are doing students a disservice if we set the bar low and give them a false sense of achievement that will hinder their learning and growth in school and beyond.”
States are collaborating on Next Generation Science Standards, the report notes. However, setting high content standards won’t help if states set low passing scores on tests.