Abstract
In an article published in Science Education, the author categorizes the need for science education in the “macro-argument” and “micro-argument” (Laugksch, 2000). The micro-level argument focuses on the benefits of scientific literacy to the individual. The macro-level arguments suggest that scientific knowledge of citizens is critical for nations to compete successfully in international markets. Despite the need for science literacy of all students, California is not demonstrating necessary growth as indicated by the National Assessment of Educational Progress (NAEP) science assessments. In 2005, Mississippi was the only state with fourth-grade students and eighth-grade students scoring lower on average than California (U.S. Department of Education [DOE], 2005). Statement of Purpose This study is designed to determine the best practices for raising the levels of science achievement for all students at a California public high school. Specific questions to be addressed are: 1. How are public schools held accountable for the student learning of the California State Science Standards, Kindergarten through 12th grades? 2. How do effective teachers use the state science standards to improve science literacy? 3. How can assessments be used effectively to guide student achievement? 4. Should collaborative teaching teams focus on common assessments, effective teaching practices or both? Methodology This study evaluates the rationale for science achievement and levels of achievement for K-12th grade students currently measured. Effective teaching strategies will be defined and explored in this research, with attention given to effective science teaching. Assessment practices will be studied from the literature and through comprehensive survey of teachers and students. Lastly, the effects of collaboration of teachers within Professional Learning Communities (PLCs) will be studied through the literature, through interview of science teachers at Whitney High School and a survey instrument. Conclusions and Recommendations The researcher concludes the most effective method for raising science achievement at a school site is for teachers to work collaboratively on both common assessments and effective teaching practices. This researcher provides recommendations for administrators and educators, which are relevant to the overall goal of raising student science achievement for all K-12th grade students in the State of California. The recommendations give directives for educational leaders at the State level, the local level and the site level, to effect change toward science literacy.