Next Generation Science Standards (NGSS) for Student Diversity and

Equity

Council of State Science Supervisors San Antonio, TX

April 8, 2013

Okhee LeeNew York University

Topics1. Context

• Increasing diversity in demographics• Persistent achievement gaps• Emerging educational policies

2. National Initiatives• NGSS Diversity and Equity Team• Understanding Language Initiative

3. Next Steps: NGSS State Implementation Plans

Changing Demographics

Four Accountability Groups according to NCLB and ESEA (US Census)

Economically disadvantaged students (Poverty)

Students from major racial and ethnic groups (Race)

Students with disabilities

Limited English proficient students

Poverty• Poverty gaps by race narrowed from 1970 to

2000• Poverty gaps by race have persisted since

2000

U.S. Census Bureau, Income, Poverty, and Health Insurance Coverage in the United States: 2009, Current Population Reports, series P60-238, and Historical Tables -- Tables 2 and 6, September 2010.

Accessed online at http://www.census.gov/hhes/www/poverty/poverty.html

34%33% 32%

23%

26%

26%28%

22%

25%

12%10%

13%18%

10% 10% 11%10%

12%

0%

5%

10%

15%

20%

25%

30%

35%

40%

1960 1970 1980 1990 2000 2009

Perc

ent o

f pop

ulati

on in

pov

erty

Poverty by Race, 1960-2009

Black

Hispanic

Asian and Pacific Islander

White

Poverty• 22% of children live in poverty, the highest

rate since the American Community Survey began in 2001 (U.S. Census Bureau, 2011)

• 48% of students were eligible for free or reduced price lunch in 2010-11 (National Center for Education Statistics, 2012)

RaceAccording to the 2010 U.S. Census:• 36% of the U.S. population are minorities

• 45% of the U.S. population under 19 years old are minorities

U.S. Census Bureau. (2012). Statistical abstract of the United States, 2012. Washington, DC: Government Printing Office. Accessed online at http://www.census.gov/compendia/statab/cats/education.html

69%

64%

60%

55%

51%

46%

31%

36%

40%

45%

49%

54%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2000 2010 2020 2030 2040 2050

US Population Projections, 2000-2050

% Majority

% Minority

2042

61%

56%

51%

47% 42%

38%

39%

45%

49%

53% 58%

62%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2000 2010 2020 2030 2040 2050

US Population Projections, 2000-2050 (under 19 years old)

% Majority

% Minority

2022

Disabilities• The number of children and youth ages 3-21

receiving special education services under Individuals with Disabilities Education Act (IDEA) was 6.5 million or 13% of student enrollment in 2009 (National Center for Education Statistics, 2011)

Language• Today, over 1 in 5 students (21%) speak a

language other than English at home• Limited English Proficient (LEP) students

(the federal term) have more than doubled from 5% in 1993 to 11% in 2007

National Center for Education Statistics. (2011). The condition of education 2011 (NCES 2011-033). Washington, DC: U.S. Department of Education.

21%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

1980 1990 2000 2006 2007 2008 2009

Perc

enta

ge o

f stu

dent

pop

ulati

on

Year

Spoke Language Other than English at Home, 1980-2009

Spoke only English at home

Spoke a language other than Englishat home

5%7%

11%11%

0%

5%

10%

15%

20%

25%

1993-1994 1999-2000 2003-2004 2007-2008

Percentage of Public School Students Identified as LEP

LEP students

Science Achievement Gaps

National Assessment of Educational Progress (NAEP) in Science

• 4th grade• 8th grade• 12th grade

National Center for Education Statistics. (2011). The nation’s report card: Science 2009. Washington, DC: U.S. Department of Education.

110115120125130135140145150155160165

1996 2000 2005 2009

4th-12th Grade National Scores

4th Grade

8th Grade

12th Grade

156 159 159 161

129 127130

133

110115120125130135140145150155160165

1996 2000 2005 2009

8th Grade - FRL

Not Eligible

Eligible

159 161 160 162

151153 156

160

128 127 129132

121 121124 126

110115120125130135140145150155160165

1996 2000 2005 2009

8th Grade - Race

White

Asian or PacificIslander

Hispanic

Black

150 151 151 153

91

102107

103

90

100

110

120

130

140

150

160

1996 2000 2005 2009

8th Grade - ELL

Not ELL

ELL

150153 150 152

148 146 147 148

110115120125130135140145150155160165

1996 2000 2005 2009

8th Grade - Gender

Male

Female

Educational PoliciesStandards

Assessments

Educational Policies• Common Core State Standards (CCSS) for

English Language Arts and Math – 45 states and 3 territories including D.C. choosing common standards

• Comprehensive Assessment Consortia (PARCC and Smarter Balanced) to measure CCSS

• Next Generation Science Standards (NGSS)

Take Home Message• School-aged students from racial or ethnic

minority backgrounds will soon become the majority in terms of number, although they are likely to remain minorities in terms of status.

• Achievement gaps persist.• Education policy initiatives for academically

rigorous standards and assessments are emerging across the nation.

Next Generation Science Standards (NGSS):

Diversity and Equity

NGSS Diversity and Equity Team

• Okhee Lee, team leader• Emily Miller, ESOL• Rita Januszyk, gifted and talented education• Bernadine Okoro, alternative education• Betsy O’Day, special education• Netosh Jones, African American students• Jennifer Gutierrez, district supervisor

Our Charge for “All Standards, All Students”

Task 1. Bias Reviews of Standards

Task 2. Chapter

Task 3. 7 Case Studies

Task 4. Diversity and Equity Theme in Appendices

Task 1: Bias Reviews of NGSS

• Diversity and equity - To avoid bias and stereotypes - To represent diverse groups of students - To use inclusive language• Consistency of language - To enhance clear and common understanding, especially scientific terms• Clarity of language - To avoid unnecessarily difficult language - To remove unnecessary and redundant words and phrases

Task 2: Chapter

Four Accountability Groups1. Economically disadvantaged students2. Students from major racial and ethnic

groups3. Students with disabilities4. Students with limited English proficiency

Three Additional Groups5. Gender6. Students in alternative education programs7. Gifted and talented students

Task 2: Chapter

Section 1: NGSS Learning Opportunities & Demands

for Non-Dominant Student Groups

Section 2: Implementation of Effective Strategies in- Science classroom- Home and community- School resources

Section 3: Context- Demographics- Science achievement- Educational policy

Task 3: 7 Case Studies

• Vignette Highlighting: - NGSS connections - CCSS ELA and math connections - Effective classroom strategies

• Research-Based Classroom Strategies

• Context - Demographics - Science achievement - Educational policy

Task 3: 7 Case Studies

1. Economically disadvantaged – 9th grade chemistry

2. Racial and ethnic groups – 8th grade life science

3. Disabilities – 6th grade space science4. English language learners – 2nd grade earth

science5. Gender – 3rd grade engineering6. Alternative education – 10th and 11th grade

chemistry7. Gifted and talented students – 4th grade life

science

Task 4: Diversity and Equity Theme in Appendices

• Appendix C: College and Career Readiness• Appendix D: All Standards, All Students (of course)• Appendix F: Science and Engineering Practices• Appendix G: Crosscutting Concepts• Appendix I: Engineering Design, Technology, and the Applications of Science

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Understanding Language Initiative

• Engage in a healthy public dialogue around what the CCSS and NGSS imply for English language learners (ELLs)

• Develop exemplars of what CCSS and NGSS-aligned instruction looks like

• Develop a vibrant, inquisitive, engaging online community

http://ell.stanford.edu

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The New Standards . . .from Content Perspective

• raise the bar for content

• raise the bar for language

• call for a high level of classroom discourse across all content areas for all students, including English language learners

ELA and Literacy Standards

Student Portraits 1. Demonstrate independence 2. Build strong content knowledge 3. Respond to the varying demands of audience, task, purpose, and discipline 4. Comprehend as well as critique 5. Value evidence 6. Use technology and digital media strategically and capably 7. Understand other perspectives and cultures

Key FeaturesReading: Text complexity and the growth of comprehension

Writing: Text types, responding to reading, and research

Speaking & Listening: Flexible communication & collaboration

Language: Conventions, effective use, and vocabulary

Math StandardsMathematical Practices 1. Make sense of problems and persevere in solving them 2. Reason abstractly and quantitatively 3. Construct viable arguments and critique the reasoning of others 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure 8. Look for and express regularity in repeated reasoning

Core IdeasK-5 Counting & Cardinality (K) Operations & Algebraic Thinking Number & Operations Fractions (3) Measurement & Data Geometry

6-8 Ratios & Proportional Relationships Number System Expressions & Equations Functions (8) Geometry Statistics & Probability

9-12 Number & Quantity Algebra Functions Modeling Geometry Statistics & Probability

Science StandardsScience & Engineering Practices 1. Ask questions (for science) and define problems (for engineering) 2. Develop and use models 3. Plan and carry out investigations 4. Analyze and interpret data 5. Use mathematics and computational thinking 6. Construct explanations (for science) and design solutions (for engineering) 7. Engage in argument from evidence 8. Obtain, evaluate, and communicate information

Crosscutting Concepts1. Patterns 2. Cause and effect 3. Scale, proportion and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change

Core Ideas1. Physical Sciences2. Life Sciences3. Earth and Space Sciences4. Engineering, Technology and Applications of Science

S5. Use mathematics & computational thinkingM6. Attend to precision

M7. Look for & make use of structure

E3. Respond to the varying demands of audience, talk, purpose, & discipline

E1.Demonstrate independence

E7. Come to understand other perspectives & cultures

S2. Develop and use models

M4. Model with mathematics

M1. Make sense ofproblems & persevere in solving them

M8. Look for & expressregularity in repeated reasoning

S1. Ask questions &define problems

S3. Plan & carry outinvestigations

S4. Analyze & interpretdata

E2. Build strong content knowledgeE4. Comprehend as well as critique

E5. Value evidenceM2. Reason abstractly & quantitatively

M3. Construct viable argument & critique reasoning of others

S7. Engage in argument from evidenceS6. Construct explanations & design solutions

S8. Obtain, evaluate & communicate informationE6. Use technology & digital media

M5. Use appropriate tools strategically

MATH SCIENCE

ELA Source: Working Draft, 12-6-11 by Tina Cheuk, ell.stanford.edu

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The New Standards . . .from Language Perspective

• raise the bar for language

• raise the bar for content

• call for a high level of classroom discourse across all content areas for all students, including English language learners

Old Paradigm

Content LanguageVo

cabu

lary

Gram

mar

Nativ

e-lik

e flu

ency

New Paradigm

DiscourseText (complex text)

ExplanationArgumentation

PurposeText structures

Sentence structuresVocabulary

LanguageContent

New Paradigm

Content

Discourse

Text (complex text)

Explanation

ArgumentationPurpose

Text structures

Sentence structures

Vocabulary

Discou

rse

Text (c

omple

x

text)

Expla

natio

n

Argumen

tation

Purpo

se

Text s

tructu

re s

Sente

nce

struct

ures

Vocab

ulary

DiscourseText (complex

text)Explanation

ArgumentationPurpose

Text structuresSentence structuresVocabulary

Math

Language Arts

Science

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How Language Develops

• Rich contexts – desire and opportunity to engage and contribute

• Multiple opportunities to hear and use (language)

• Appropriate supports

• Acceptance of “flawed” language

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How Science Understanding Develops

• Rich contexts – desire and opportunity to engage and contribute

• Multiple opportunities to hear and use (science ideas)

• Appropriate supports

• Acceptance of “flawed” language; for example non-scientific language

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Promoting Both Science and Language Learning for

ELLs• ELs can participate in classroom discourse

focused on rich and exciting academic content

• ELs learn language best when they engage with academic content

• Focusing on both text and discourse gives ELs opportunities for extended engagement with complex ideas

Unpacking Language Demands in NGSSUnpacking Language Demands in NGSS

Snapshot of Science ClassroomSnapshot of Science Classroom

Related InitiativeRelated Initiative through CCSSO

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Take Home Message

• High academic rigor through the NGSS for all students, including ELLs

• Both language demands and learning opportunities through the NGSS for all students, including ELLs

• A new set of teachers’ knowledge and practices to enable all students, particularly ELLs, learn science according to the NGSS

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Resources1. Lee, O., Quinn, H., & Valdés, G. (in press). Science

and language for English language learners in relation to Next Generation Science Standards and with implications for Common Core State Standards for English language arts and mathematics. Educational Researcher.

2. Quinn, H., Lee, O., & Valdés, G. (2012). Language demands and opportunities in relation to the Next Generation Science Standards.http://ell.stanford.edu/publication/3-language-demands-and-opportunities-relation-next-generation-science-standards-ells

3. Diversity and Equity in the NGSS: All standards, all students.http://www.nextgenscience.org/next-generation-science-standards

Thank you!