Opportunity to Learn Audit: Science

Friday, December 12, 2008
8:00 – 10:00 AM

Omni Parker House Hotel
Boston, MA

Presented by the:  
Rennie Center for Education Research & Policy

Join us as we bring together educators and policymakers to discuss new research focusing on the disparities in science education in Massachusetts.

Session Overview

It is widely acknowledged that today’s students will need to compete in a global economy that requires proficiency in science and technology. In an attempt to ensure that all Massachusetts students reach a minimal level of proficiency in these subjects, the class of 2010 high school students will have to earn a passing score on one MCAS science exam (biology, chemistry, physics, or technology/engineering) in order to receive a diploma. Results of national assessments show that while Massachusetts students score better in science than their peers in other states, there are disturbing gaps in the performance of certain sub-groups of students –black and Hispanic students, students from low-income homes, English language learners – who fail to meet proficiency standards at satisfactory rates. Indeed for all students, undeniable gaps exist in students’ achievement, knowledge, expectations and comprehension of the needs of the future economy. Given that the state is now holding all students accountable for their performance in science, it is necessary to examine whether or not all students are receiving equitable opportunities to learn and succeed in science.

At this event, the Rennie Center will release and discuss findings from two new reports: Opportunity to Learn Audit: Elementary School Science and Opportunity to Learn Audit: High School Science. The studies identify top-performing and low-performing elementary and high schools in Massachusetts and examine the gaps in students’ opportunities to learn science based on a number of indicators, including: time spent on science, curriculum, material resources, teacher qualifications and professional development opportunities. Uncovering the gaps in opportunities to learn and understanding how some succeed where others fail is critical to formulating sound policy for improving science achievement. If earning a high school diploma in the Commonwealth is contingent upon all students reaching a minimum level of proficiency in science, it is essential that all students have an equitable opportunity to learn science.

Following the research presentation, panelists will discuss the reports' findings and implications for science education in Massachusetts. The event will conclude with a moderated panel discussion.

Moderated Panel Discussion
Margaret Bondar, Principal, Lake View Elementary School, Worcester, MA
Tracy Callahan, Community Lab Director, Biogen Idec
Chris Dupuis, Director of Curriculum, Instruction and Assessment, MATCH Charter Public High School, Boston, MA
Jacob Foster, The Office for Mathematics, Science, and Technology/Engineering, Massachusetts Department of Elementary and Secondary Education
Isa Zimmerman, Senior Fellow, PK-16 STEM Initiative, Office of the President, University of Massachusetts

Moderator
Pendred Noyce, Chair, Rennie Center Board of Directors; Trustee, Noyce Foundation

Call the Rennie Center reservation line at 617-354-0002, ext. 13 or register online using the registration form below. Registration is free, however space is limited and available on a first come, first served basis.

About the Rennie Center for Education Research & Policy
The Rennie Center's mission is to develop a public agenda that informs and promotes significant improvement of public education in Massachusetts. Our work is motivated by a vision of an education system that creates the opportunity to educate every child to be successful in life, citizenship, employment and life-long learning. Applying nonpartisan, independent research, and civic engagement, the Center is creating a civil space to foster thoughtful public discourse to inform and shape effective policy.