As a student teacher I have witnessed extreme disparities in the way science is communicated and taught in California elementary schools.
My first teaching experience was as a STEM (science, technology, engineering and math) education associate in a Cal Poly Pomona program hosted during the 2022-23 school year. This program matched STEM majors with low-income elementary schools in hopes of exposing students to more science. I started out excited about all the ways I would make science fun for the second graders in my classroom. I was naive.
My 7 year olds were experiencing their first year in a classroom due to the pandemic and were way behind. They needed basic writing and math skills as well as classroom etiquette. It was a constant balance between achieving and trying to implement new district mandates such as using i-Ready, an educational computer program that’s a no-brainer when your kids can’t spell their names yet. During that fellowship, I taught only one science lesson.
A year later I returned to the classroom taking on the role of science educator in elementary after-school programs in low-income schools. Each week I went to different schools in Orange County to teach basic science, but even with alternating groups of students I noticed a recurring theme. They had little or no science education during their normal school day.
This raises a major concern that not every student is receiving the same quality of education needed to prepare for 21st century jobs. A study by Public Policy Institute of California found that science education became a lower priority during the COVID-19 pandemic, although it had long been a problem due to underinvestment.
California has science learning guidelines and expectations of what all K-12 students should have learned by the end of each school year. But the state doesn’t police schools to make sure they’re following guidelines, nor does it test for proficiency.
In the past I have talked to various elementary school teachers about their experiences and I am happy to report that the lack of science education is not happening in every school in California. The quality of education for subjects outside of language and math really depends on the school district and the efforts of school boards and principals. This is not right. All elementary school students should be exposed to the science curriculum, regardless of which school they attend.
It’s not a California problem. Educators have been working to address this problem across the country. Jill Grace, director of the K-12 Alliance, said the United States has historically prioritized language arts and math, and without laws specifically mandating science or other subjects, it’s easy for elementary and middle schools to bypass this curriculum.
“In California we have a system that includes an accountability dashboard, and until now the only content areas that faced accountability were language arts and math,” Grace said. “Also, our education department doesn’t have content departments, while some states do.”
Fortunately, starting next year, the state’s education panel will include science assessments, which could put a spotlight on science education in California schools. And in the last school year, 85 million dollars was allocated to help schools teach math and science. Although funding has been seen as the root of this issue, teachers also need training to feel confident teaching science.
Maria C. Simani, director of the California Science Project, has also been following the issue closely and hopes the California Department of Education will prioritize science teacher training. Simani estimates that teachers would need at least three years of training and support to begin teaching science properly.
Science education is not difficult to implement, especially when the target group is young children. In my experience, kids are excited to learn when the learning is hands-on and they can make mistakes and learn from them.
I was luckier than many public school students. I had wonderful teachers throughout the West Covina Unified School District who were able to provide a well-rounded education that included life sciences and chemistry. I remember my primary school having science festivals where different grade levels prepared a project and shared it with the school – this is where I found my love for science. I only hope that one day elementary schools will be a place where other students will find the same passion.