Call to Action for Science Education Building Opportunity for the Future (2021) / Chapter Skim
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How Do We Get There?
How Do We Get There?
Pages 36-45
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. While there is demonstrated capacity for alliances to form in communities to address tough challenges, still national and state leaders must use policy, public leadership, and funding streams to create incentives for the widespread implementation of high quality more equitable science learning experiences.
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Priorities for advancing better, more equitable science education Our call to action highlights five priorities for communities to address as they work to improve science education and broaden opportunity in the discipline. Under each priority below we identify high-level issues and steps to take.
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Students of color and students experi encing poverty need to take these courses in equal measure and have equitable access to local and regional partnerships that provide extended learning opportunities in classrooms, through afterschool and summer programs, apprenticeships, internships, and other programs. As students move into all types of postsecondary settings, they will need continued access to student-centered, nonlecture-based instruction, and to facilities and resourc es that allow frequent opportunities to conduct scientific investigations and engage in small-group discussions [15, 16]
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campuses and aims to improve student achieveoffers national, regional, and online institutes ment in undergraduate STEM classes. The program of varying lengths for educators with a goal supports interdisciplinary learning communities of making postsecondary education more of faculty and offers ongoing support.
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More than 400 community colleges across the country are moving to imple ment guided pathways to keep students on a personalized path toward a career, including STEM professions. (See Box 8 for further description of the guided pathways reform effort.)
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These each program and credential. practices provide structure, help students identify their educational and career goals, and support • Meta-majors -- groups of related majors -- students so they stay engaged and on track.
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help students stay on track and avoid running out of financial aid. (See Box 9 for an example of state policy -- in Florida -- that facilitates the smooth transition for students from one higher education institution to another.)
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Indicators to measure equity of access to high-quality science learning opportunities can include • t he amount of time elementary schools devote to science instruction each week; • the number of science courses required for high school graduation; • student access to rigorous science coursework and Career and Technical Education coursework grounded in science; • qualifications and experience levels of K-12 science teachers; 43
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Data should be disaggregated by disability status of students, gender, race, the per cent of students experiencing poverty, the percentage of English language learners, and whether a school or district is in an urban, suburban, or rural area. Working to Address the Priorities To provide better, more equitable science education, leaders of local and regional K-12 systems and postsecondary institutions will need to work together with govern ment and business, nonprofit and civic groups to develop and implement plans for improving science education that address these five priority areas.
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The committee recognizes that these efforts will require substantial financial investments and will take time. Leaders in education, business, and in the community will need to identify potential sources of new funding and consider ways to repurpose existing funding streams.
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