U.S. students lagging in science and math – the need for SEEdS

Despite U.S. educational reform efforts in the past 20 years, science and mathematics achievement in the United States has not improved significantly since 1995. U.S. students still lag behind students in China, Japan, and Korea (TIMSS, 2009).

Nationally, since 1996, there have been no significant changes in average science scores for 8th graders, and there has been a decline in science scores for 12th graders (NCES, 2009). In addition, math and science score gaps between white and minority students persist and high school drop out rates among all students are still high; especially in minority populations.

Current reform efforts in the U.S. are clearly not producing results. What needs to change in America’s high schools? In Stigler and Hiebert’s (1999) study comparing U.S. and Japanese mathematics classrooms, they found that U.S. classrooms emphasized learning terms and practicing procedures while Japanese classrooms emphasized problem-solving and critical thinking.

Inquiry-, problem-, and project-based learning are promising new approaches that focus on rigor, relevancy, and relationships (ICLE, 2008) and the development of technology and 21st Century skills (P21, 2010). This approach, commonly referred to as student-centered learning (SCL), improves student interest, engagement, and achievement in academic content and better prepares them for higher education and their careers.

We will use this term to refer to instruction that addresses real-world problems using a project-oriented strategy that teaches students how to formulate appropriate questions and strategies to solve problems. While there is data indicating that SCL methods can have positive effects on students’ attitudes and achievement, this approach has not been widely implemented on a large scale, and not much research has been done to find out how well it works at the high school level.

SEEdS takes an innovative approach to improve academic achievement and college and career readiness for students in grades 9-12 by engaging students in the science and technology behind the “green” movement. This generation embraces the ideas of reducing carbon footprints; conservation of natural resources; recycling; composting; alternative energy sources (wind, thermal, fuel cells, solar, biofuels); organic, local, and sustainable food production; water harvesting; monitoring and clean-up of the environment; Leadership in Energy and Environmental Design Standards (LEEDS) construction; nanotechnology; and more.

Thus, students have an intrinsic interest in being “green.” Students are very familiar with many of these practices, at least at a superficial level. However, they are not familiar with the emerging research occurring at universities or practices being used by newer companies.

For example, how many students know what hydroponics or aquaculture is, or how algae or sorghum can be converted to a biofuel? The basic sciences of biology, chemistry, and physics, as well as mathematics, engineering and technology, underlie these concepts and practices.

Other areas such as economics, marketing, entomology, botany, climatology, and thermodynamics are also involved, demonstrating the interdisciplinary nature of science.

These new sustainable technologies are fascinating to students and provide a real-world context for them to learn Science, Technology, Engineering and Mathematics (STEM) concepts and become interested in working in STEM fields.

 Link to this page

 Link to this page