grading the states’ science standards.
Found this over at Pharyngula. And it is interesting stuff.
The Fordham Institute has released their State of State Science Standards 2012, which grades every state’s K-12 standards for science education. The introduction highlights four problems areas creating substandard education: an undermining of evolution, a propensity to be vague, poor integration of scientific inquiry, and a lack of numbers, mathematical formulae and equations.
How did your state do?
Minnesota, unfortunately, got a C. I was a little surprised by that. But then I realized, again unfortunately, I probably shouldn’t be. MN got a 5/10, and if that’s a C, I assume this is graded on a pretty curvaceous curve.
Why did we get a C? Here’s the MN Overview:
The Minnesota science standards are like the frustrating student who does excellent work two days a week but shoddy work on the other three. When the standards are “on,” they are cogent and challenging. But too often they are marred by vague, incorrect, or grade-inappropriate material, or are missing key content entirely.
Other noteworthy inclusions on subjects of TRC’s interest on Minnesota science standards:
- Though a minor issue, the standards are occasionally marred by an inappropriate focus on local beliefs
- The high school physics standards are marred by illogical organization
- The physical science standards are barely passable
- The Minnesota earth and space science standards are reasonably comprehensive, covering the water cycle, mineral properties, fossils, and natural resources. The basic structure of the solar system is also well covered.