Next Generation Science Standards For States, By States (2013) / Chapter Skim
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APPENDIX D: "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students
APPENDIX D: "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students
Pages 359-373
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From page 359... ...
changing demographics, persistent science achievement gaps, and education policies affecting non-dominant student groups. This Appendix, accompanied by seven case studies of diverse student groups, addresses what classroom teachers can do to ensure The seven case studies (available at: www.nextgenscience.org)
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From page 360... ...
For example, ELLs form a heterogeneous • students from major racial and ethnic groups -- eighth grade group with differences in ethnic backgrounds, proficiency level in life sciences home language and English, socioeconomic status, immigration • students with disabilities -- sixth grade space sciences history, quality of prior schooling, parents' education level, etc. • students with limited English proficiency -- second grade earth In identifying student diversity, the case studies address the four sciences accountability groups defined in No Child Left Behind (NCLB)
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Then, learning opportunities and challenges build and deepen understanding for these students. are illustrated in the seven case studies for economically disadvan- Initiatives are emerging to identify language demands and opportaged students, racial or ethnic minority students, students with tunities as ELLs engage in the NGSS as well as the CCSS for English disabilities, English language learners, girls, students in alternative language arts and literacy and for mathematics.
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. Thus, crosscutting ing and learning through which students "develop knowledge concepts bridge the engineering, physical, life, and earth/space and understanding of scientific ideas, as well as an understanding sciences and offer increased rigor across science disciplines over "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students 29
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School resources Unfortunately, existing research literature does not address stu- to support student learning involve material resources, human dents' performance expectations as envisioned in the NGSS based resources (or capital) , and social resources (or capital)
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There are tensions as parents and families want their children "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students 31
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. Teachers can also increase parent involvement by practices, crosscutting concepts, and disciplinary core ideas by con- relating after-school and summer school themes around values that necting school science to their out-of-school experiences in home are important to the families and communities.
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From page 367... ...
Having community-based contacts that are familiar more material resources at home, and highly educated parents. In and safe can be critical in engaging families in science explora contrast, the academic success of non-dominant students depends tions and conversations and even, at a more basic level, in helping more heavily on the quality of their school environment; yet, it is "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students 33
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For non-dominant understand the context that influences science learning by diverse student groups, teachers should also be able to connect science to student groups. This section briefly describes student demographstudents' home and community experiences as the students engage ics, science achievement, and education policies affecting nonin the NGSS.
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students, and ELLs are underrepresented in gifted and talented "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students 35
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The framework for NAEP science involves science content in three Science Achievement areas (physical sciences, life sciences, and earth and space sciences) and four science practices (identifying science principles, using While the student population in the United States is becoming science principles, using scientific inquiry, and using technological more diverse, science achievement gaps persist by demographic design)
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ensure that all students have substantial and ongoing "All Standards, All Students": Making the Next Generation Science Standards Accessible to All Students 37
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. Science teachers need 38 NEXT GENERATION SCIENCE STANDARDS
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. Analyzing teach English language learners: Language demands and opportuni- ers' professional interactions in a school as social capital: A social ties in relation to Next Generation Science Standards.
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