In 1996, the National Assessment of Educational Progress (NAEP) assessed the knowledge and skills of students in the areas of earth science, life science, and physical science. It also collected information relating to the background of students (grades 4, 8, and 12), their teachers (grades 4 and 8), and the schools they attended (grades 4, 8, and 12). This report is intended primarily for teachers; hence, the results presented relate directly to students' performance, classroom practices, and school climate. The report also discusses students' attitudes and beliefs about science.
- At grades 4 and 8, the amount of exposure to the different fields of science was not associated with differences in the composite, life science, earth science, or physical science average scale scores of students or the percentage of students at or above Proficient.
- At grades 4 and 8, male students had a higher average question score than female students for questions that measured conceptual understanding. At grade 12, male students outperformed female students on questions that measured conceptual understanding and practical reasoning.
- At grades 4, 8, and 12, white students had a higher average question score than black and Hispanic students for questions that measured earth, physical, and life science and also for questions that measured conceptual understanding, scientific investigation, and practical reasoning.
- Seventy-eight percent of fourth-graders and 88 percent of eighth-graders had teachers who reported placing heavy emphasis on understanding key science concepts. These students had higher average scale scores and were more likely to be at or above the Proficient level than students whose teachers placed less emphasis on this objective.
- Forty-one percent of students in grade 8 had teachers who reported placing a heavy emphasis on developing laboratory skills; 15 percent of fourth-graders had teachers who reported the same emphasis. The eighth-grade students had higher average scale scores and were more likely to perform at or above the Proficient level than eighth-graders whose teachers reported placing less emphasis on laboratory skills. There was no difference in performance among fourth-graders that was associated with how much emphasis their teachers gave to developing laboratory skills.
- Teachers of 56 percent of fourth-graders and 80 percent of eighth-graders reported students doing hands-on activities at least once or twice a week. At the eighth-grade level, students who did hands-on activities almost every day or once or twice a week had higher scale scores and were more likely to be at or above the Proficient level than students who did hands-on activities once or twice a month or never or hardly ever. A similar pattern was seen at grade 12, based on self-reporting by students. No differences were seen at the fourth-grade level.
- Approximately half of the student population at grades 4 and 8 had teachers who reported not using computers for instruction in science.
- Teachers of 42 percent and 87 percent of students in grades 4 and 8, respectively, reported that they expected their students to spend 1 hour or more on their homework each week.
- At the 4th-grade level, 67 percent of students said they liked science. The percentages were somewhat lower for 8th- and 12th-graders: 50 and 52 percent, respectively. Those who said they liked science outperformed those who said they did not like science.
- In general, the greater the number of positive attitudes toward science, the higher the performance of students at grades 4, 8, and 12.
- The percentage of students who thought it was important to do well on the NAEP science assessment was highest at the 4th-grade level, 59 percent, and lowest at the 12th-grade level, 9 percent. Students who thought it most important to do well did not necessarily perform better than students who thought it less important to do well.
- Where the school problems of student absenteeism, teacher absenteeism, and lack of parental involvement were more severe, as reported by school administrators, student performance was lower.
Data source: The National Assessment of Educational Progress (NAEP) 1996 Science Assessment.
For technical information, see the complete report:
O'Sullivan, C.Y., and Weiss, A.R. (1999). Student Work and Teacher Practices in Science (NCES 1999-455).
For additional details on survey methodology, see
Allen, N.L., Carlson, J.E., and Zelenak, C.A. (forthcoming). The NAEP 1996 Technical Report (NCES 1999-452).
Author affiliations: C.Y. O'Sullivan and A.R. Weiss, Educational Testing Service.
For questions about content, contact Sheida White (sheida.white@ed.gov).
To obtain the complete report (NCES 1999-455), call the toll-free ED Pubs number (877-433-7827), visit the NCES Web Site (http://nces.ed.gov), or contact GPO (202-512-1800). |
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