For Immediate Release: July 6, 2015
Contact: Renee Rybak Lang, 703-740-4841, renee.lang@nasbe.org
NASBE Report Compares Six States’ Strategies to Adopt New Science Standards
Developing science standards can be a long and complex process, but many states have recognized theirs are due for a change. Since 2013, 13 states and the District of Columbia have adopted the Next Generation Science Standards (NGSS), a set of common science standards developed with input from 26 states. Last year, NASBE awarded stipends to state boards of education in Arkansas, Delaware, District of Columbia, Kentucky, New Jersey, and West Virginia to support NGSS implementation. In a new State Innovations report, NASBE Deputy Executive Director Francis Eberle profiles the work of these six boards. No two boards took the same path toward review and adoption, so their strategies offer varied models for other states to consider.
In “Common Themes, Individual Approaches: Six States’ Experiences with New Science Standards,” Eberle identifies key steps toward successful implementation:
- Communication Strategy. State boards recognized the need to raise awareness of new standards and explain why old standards were being changed. Arkansas, Delaware, Kentucky, and New Jersey emphasized reaching a wide variety of stakeholders. Delaware’s outreach included policy leaders and focused on informing them of the standards’ impact on other state education initiatives.
- Community Involvement. Arkansas, Delaware, and the District of Columbia made certain that local stakeholders were not just aware of new standards but were involved in their review or implementation. Delaware hosted workshops with local school board members, union and community leaders, policymakers, and parents. DC sponsored community meetings, and Arkansas arranged a public address at a state university.
- Policy Advancement and Alignment. West Virginia used stipend funds to align existing policy to NGSS before deploying them. After comparing NGSS to existing standards, the board shared a plan for implementation with local school boards and kept the state government informed.
- Professional Development and Capacity Building. To complement its communications efforts, Kentucky provided professional development for state education leaders, and the District of Columbia emphasized capacity building to better monitor and report on NGSS implementation and assessments.
All six state boards remained mindful of the close relationship between state science standards and broader policies including teacher and leader preparation, evaluation, and assessment. Eberle writes that by carefully considering these factors and thereby making more effective decisions and recommendations, boards can increase their influence.
Download and read “Common Themes, Individual Approaches: Six States’ Experiences with New Science Standards.”
The National Association of State Boards of Education represents America’s state and territorial boards of education. Our principal objectives are to strengthen state leadership in education policymaking, advocate equality of access to educational opportunity, promote excellence in the education of all students, and ensure responsible lay governance of education. Learn more at www.nasbe.org.
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