Taking Steps to Make a Difference

Mercury, September/October 2006 Table of Contents

Courtesy of V. White.

by Michael G. Gibbs

Science literacy—understanding the key concepts of science—continues to pose a fundamental challenge to our society. On 25 May 2006, a headline in the New York Times provided us with an example of this problem in the article titled, "Test Shows Drop in Science Achievement for 12th Graders." As formal or informal educators, professional or amateur astronomers, or as concerned citizens, we know that headlines such as this are troublesome. We realize that a scientifically literate citizenry is crucial if our society is to compete successfully and prosper in the global marketplace of the 21st century.

The Times article specifically references the results from the 2006 National Assessment of Educational Progress, a report administered by the U. S. Department of Education based on a survey of over 300,000 primary and secondary students across the country. The test measures students' basic knowledge regarding Earth, physical and life sciences, and basic scientific principles. Results are given in three categories: advanced, proficient, and basic levels of scientific literacy. The 2006 report indicates the following:

• Fourth-grade: sixty-eight per cent achieved at or above the basic level. This is a five per cent increase from a previous 1996 test.
• Eighth-grade: fifty-nine per cent scored at or above the basic level. This is a one per cent decrease from the 1996 test.
• Twelfth-grade: fifty-four per cent performed at or above the basic level. This is a three per cent decrease from the 1996 test.

The results also state that only eighteen per cent of high school students overall are at the proficient level, and this is a three-per cent decrease from 1996. The Times article went on to indicate that education officials across the board are disappointed with these results. We, being individuals concerned with science literacy and education, find these results frightening.

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