International Response for Part I: Bridging the Gaps Between Policy and Practice on Equity for Science Education Reforms

Abstract

The three chapters in this section—by George DeBoer, Sherry Southerland, and Nancy Brickhouse—discuss the influences of and relationship between policy and practice on equity for science education reforms in the USA. DeBoer’s chapter provides a comprehensive review of the evolution of relevant policies in science education from a historical perspective. Southerland draws on data of nonmainstream students’ performance scores to show the influences of the No Child Left Behind (NCLB) Act and concludes that without precise and proven interventions, achievement gaps in the USA will persist leaving generations of young people underserved. Finally, Brickhouse describes how federal legislation has failed to incorporate cultural and epistemological views of equity. While policies to promote equity and excellence exist, legislation like NCLB has not positively influenced science education reform because it has overlooked the inability of most schools across the country to effectively implement reform efforts.KeywordsScience Education ReformNo Child Left Behind (NCLB)Nonmainstream StudentsAchievement GapHigh-stakes Entrance ExaminationsThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.