Science Proficiency
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Headline

In 2005, students who were eligible for free- and reduced-price lunches (a proxy for low family income) had significantly lower science scores than students who were not eligible. For example, fourth grade students who were eligible for free- and reduced-price lunches scored 27 points lower than those who were not eligible (135 versus 162, respectively). (See Table 1)

Importance

Students who excel in the sciences, including earth and space science, natural science, life science, and physical science, may go on to become scientists, inventors, engineers, doctors and other highly skilled professionals. A solid foundation in science in elementary and secondary school can help to prepare students for entrance into these fields, for which workers are in great demand.¹

Through a greater understanding of the earth and its surroundings, students can learn how to better protect the environment. It has been argued that the health and security of people throughout the world are dependent upon scientific and technological knowledge.² High levels of proficiency in science among students are crucial for the advancement of science, technology, and medicine.³

Trends

Trends in science proficiency differ across grade levels, with scores for older students declining and scores for younger students increasing between 1996 and 2005. Twelfth grade average science proficiency scores were slightly lower in 2005 than in 1996 (147 versus 150, respectively). However, scores for fourth grade students were slightly higher in 2005 than 1996 and 2000 (151 versus 147, respectively). Scores for grade eight were unchanged. (See Figure 1)

Note: Reported trends refer only to data where accommodations were permitted.

Differences by Percentile

A large range of performance exists among fourth, eighth, and twelfth graders, with students performing at the 90th percentile scoring between 80 to 91 points higher than those performing at the 10th percentile. Fourth grade students in the 90th percentile scored 80 points higher than those in the 10th percentile; eighth grade students in the 90th percentile scored 91 points higher than those in the 10th percentile; and twelfth grade students in the 90th percentile scored 88 points higher than those in the 10th percentile. (See Figure 2)

Differences by Race and Ethnicity⁴

Whites had higher average science scale scores than blacks and Hispanics across all three grade levels in the 2005 assessment. Between whites and blacks, the performance gap averaged 35 points, and, between whites and Hispanics, the gap averaged 29 points. (See Figure 4)

Differences by Free/Reduced-Price School Lunch Program Eligibility

Lower income students, measured by eligibility for free- and reduced-price lunches, had significantly lower science scores than students who were not eligible. The pattern was consistent at all three grade levels in 2005. Fourth grade students who were eligible for free- and reduced-price lunches scored 27 points lower than those who were not eligible (135 versus 162, respectively); eighth grade students eligible for free- and reduced-price lunch scored 29 points lower than those who were not eligible; and twelfth grade students who were eligible for free- and reduced-price lunches scored 23 points lower than those who were not eligible. (See Table 1, Table 2, Table 3).

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Differences by Gender

Science scores among males were slightly higher than females in 2005. The gap between males and females was four points in the fourth grade and twelfth grade and three points in the eighth grade (See Table 1).

Differences by Parental Education

Science scores are higher among students with more educated parents. For example, among twelfth-grade students, those whose parents did not finish high school had an average scale score of 125, compared to 157 for those whose parents graduated from college. (See Figure 3)

Related Indicators

Math Proficiency, Reading Proficiency, Writing Proficiency

State and Local Estimates

2005 state estimates for 4th graders who scored below the basic science level are available at http://www.aecf.org/kidscount/sld/compare_results.jsp?i=570

2005 state estimates for 4th graders who scored at or above the proficient science level are available at http://www.aecf.org/kidscount/sld/compare_results.jsp?i=580

2005 state estimates for 8th graders who scored below the basic science level are available at http://www.aecf.org/kidscount/sld/compare_results.jsp?i=650

2005 state estimates for 8th graders who scored at or above the proficient science level are available at http://www.aecf.org/kidscount/sld/compare_results.jsp?i=660

2005 estimates for 4th and 8th graders for states who participate in the NAEP State are available at: http://www.nces.ed.gov/nationsreportcard/science/stateassessment.asp

International Estimates

International assessments for eighth grade science from the Trends in International Mathematics and Science Study (TIMSS) 2003 report are available at: http://nces.ed.gov/pubs2005/2005005.pdf

Fourth grade assessments from TIMSS are available at: http://nces.ed.gov/pubs2005/2005005.pdf

Twelfth grade assessments from TIMSS are available at: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=98049

International comparisons of science literacy from the Organization for Economic Cooperation and Development's (OECD) Program for International Student Assessment (PISA) for 15 year olds in 2003 are available in the International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective report at: http://nces.ed.gov/pubs2005/2005003.pdf (Table B 17)

National Goals

The No Child Left Behind Act, signed into law in January 2002, requires states to set performance standards for several subjects. Beginning in 2007, states will be required to measure students' progress in science at least once each year during the following grade spans: 3-5, 6-9, and 10-12. The legislation also created Math and Science partnerships to encourage all sectors of society to help improve achievement and created rewards for states that increase the number of students in advanced math and science classes and the number of students passing the Advanced Placement exam in these subjects.

For more information visit: http://www.ed.gov/nclb/methods/science/science.html

What Works: Programs and interventions that May Influence this Indicator

Click here to view examples of programs and interventions that research has evaluated for this indicator. View programs

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Research References

¹National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before It's Too Late. Report prepared for the U.S. Department of Education. Washington, DC: Author. http://www.ed.gov/americacounts/glenn/report.pdf

²Nelson, G.D. (2001). Remarks on the Release of the NAEP 2000 Science Assessment Results. Press release. Washington, DC: American Association for the Advancement of Science; National Commission on Mathematics and Science Teaching for the 21st Century, 2000.

³National Commission on Mathematics and Science Teaching for the 21st Century. (2000). Before It's Too Late. Report prepared for the U.S. Department of Education. Washington, DC: Author. http://www.ed.gov/americacounts/glenn/report.pdf

⁴Note that none of the race groups include Hispanics of those races.

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Definition

Science proficiency is measured in this indicator as average scale scores for fourth, eighth, and twelfth graders on the Science National Assessment of Educational Progress. For trends over time, the long-term trend assessment of 9-, 13-, and 17-year-olds since 1969-70 is used which has a scale from 0-500. For subgroup differences in achievement, the most recent main NAEP assessment of science achievement in 2005 is used, which has a scale of 0-300.

Data Source

The Nation's Report Card, 2005 Science Assessments National Trends. National Center for Education Statistics. National Assessment of Educational Progress (NAEP). Online. Available: http://nationsreportcard.gov/science_2005/s0102.asp?

Raw Data Source

National Assessment of Educational Progress Science Assessments
http://nces.ed.gov/nationsreportcard/

Approximate Date of Next Update

The next national and state assessments of science proficiency are currently scheduled to be in 2010.

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