Response: Science Standards

Abstract

Depristo questions the appropriateness of comparing average scores of U.S. and non-U.S. students on standardized tests. Comparisons of overall scores, although not always the best metrics for what students know, can be useful indicators when attempting to understand how differences in policies, practices, resources, and attitudes lead to different outcomes ([ 1 ][1]). There may indeed be adequate numbers of top-performing students who can, if they choose, contribute to the eventual base of scientists and engineers that the United States will need over the coming decades. But that misses the point. Our success will depend not only on the number of students who scored at the 90th percentile but also on the performance of the rest of the students. More than ever, all of tomorrow's workers and citizens will need familiarity and comfort with science and technology, and the bottom 10% of U.S. performers on the Trends in International Math and Science Study are among the worst performers overall on the assessment ([ 2 ][2]). They will be left behind in the world of the future. Our call for addressing the needs of all students recognized that averages can mask the diversity in performance and circumstances. The story in the averages and in the percentiles is, however, instructive. The longer students are in school, the less competitive their scores become. Even the top performers lose ground. Other countries are focusing on raising the level of student achievement for both the top and lowest performers. Shouldn't we be concerned that the overall U.S. student population is lagging far behind? We agree with Oppenheimer's point that we need to pay teachers better in order to bring the best and brightest into education. Sadly, that may be politically and, currently, economically unfeasible. Regarding bringing scientists into the classroom, many U.S. agencies (such as NSF and NASA) now require that scientists demonstrate “broader impacts” as a part of their research grants; helping pre-college education to address science standards would surely meet those requirements. 1. [↵][3] 1. S. Baldi, 2. Y. Jin, 3. M. Skemer, 4. P. J. Green, 5. D. Herget , “Highlights from PISA 2006: Performance of U.S. 15-year-old students in science and mathematics literacy in an international context” (NCES 2008-016, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC, 2007); . 2. [↵][4] 1. P. Gonzales 2. et al ., “Highlights from TIMSS 2007: Mathematics and science achievement of U.S. fourth- and eighth-grade students in an international context” (NCES 2009-001 revised, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC, 2008); . [1]: #ref-1 [2]: #ref-2 [3]: #xref-ref-1-1 View reference 1 in text [4]: #xref-ref-2-1 View reference 2 in text