Science Scores Down among Students, NCES Report Finds

A recent report released by the National Center for Education Statistics (NCES), The Nation’s Report Card: Science 2000, shows the average scores of fourth- and eighth-graders were essentially unchanged from 1996, and the scores for 12th-graders declined by three points, a significant change. 



Scale scores for the report, a survey conducted by the National Assessment of Educational Progress (NAEP), generally show what students know and can do in a given subject. The National Assessment Governing Board, the independent body that sets policy for NAEP, developed the three NAEP achievement levels used in the report: Basic, Proficient, and Advanced. 



From 1996 to 2000, the percentage of 4th-graders attaining these levels showed no change. In 2000, only 29 percent of 4th-graders scored Proficient or better on the NAEP science assessment. A mere 32 percent of 8th-graders and 18 percent of 12th-graders fared the same. 



At the state level, six states had the highest average scores for 4th-graders in 2000: Maine, Massachusetts, Vermont, North Dakota, Montana, and Iowa. (The average scores for these states did not differ significantly from one another.) Since NAEP did not assess 4th-graders in 1996, no comparisons to prior performance are made. 



Montana had the highest average score at 8th grade. California and Maine showed a decline for 8th grade, while Kentucky, Missouri, and Vermont showed an increase. Domestic and overseas school systems operated by the U.S. Department of Defense for children whose parents are in the Armed Forces also showed an increase. 



Also examined are relationships between student performance and responses to questions about teachers’ undergraduate major, classroom computer use, and coursework. For example, the NAEP data show that: 

• Eighth-graders whose teachers majored in science education had higher scores than students whose teachers did not. At 4th grade, there was not a relationship. 
• Eighth-graders who took life science had lower scores than students taking earth, integrated science, biology, chemistry, or physics. 
• Fourth-graders who used computers to play learning games had higher scores than those who did not. Eighth-graders who used computers for simulations and analysis also scored higher. 

The national assessments used in The Nation’s Report Card: Science 2000 included over 15,000 students at each of the three grades in public and nonpublic schools for a total of more than 49,000. The state assessments included approximately 96,000 students in 45 states and jurisdictions in the 4th grade and approximately 94,000 students in 44 states and jurisdictions in the 8th grade. These results were reported only for public school students. 



For further information on The Nation’s Report Card: Science 2000, visit NCES’ NAEP website at: http://nces.ed.gov/nationsreportcard/