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             Cindy Workosky
         National Science Teachers Assn.
       703-312-9248
cworkosky@nsta.org

NSTA Hails Impressive Gains of U.S. Eighth Graders on TIMSS

But Cautions Against Complacency at Elementary Level

ARLINGTON, VA, December 14, 2004—The results of the 2003 Trends in International Mathematics and Science Study (TIMSS) released today indicate that the United States has made impressive gains in science achievement at the eighth-grade level—particularly among minorities—but much work remains to be done to ensure all students achieve world-class standards in science.

“The TIMSS study helps us to understand what we are doing well and what we need to pursue in the future. While we have made tremendous gains at the middle grades, and among some minorities, a lack of improvement at the elementary level tells us we cannot afford to be complacent,” said NSTA Executive Director Gerald Wheeler.

According to the TIMSS 2003, formerly called the Third International Mathematics and Science Study, U.S. eighth-grade scores in science have improved significantly from 1995 to 2003—increasing from 513 to 527. The United States is the only G-8 nation to show a significant increase in overall science achievement. These results place the United States ninth among all 45 participating countries in eighth-grade science achievement.

“TIMSS shows us that our middle level students are making impressive gains in science, and we need to continue to fuel and fund this upward movement,” said Anne Tweed, NSTA President. “Our progress is impressive, but our ultimate goal is to see all our students performing at higher world-class levels.”

Optimism for the gains of U.S. eighth graders should be tempered, however, by concern about the stagnant scores of fourth graders. TIMSS 2003 indicates that U.S. fourth-grade science scores remained flat, with a slight decline of 6 points from 1995 to 2003. In 1995, only Japan outperformed U.S. fourth graders. In 2003, both Singapore and Japan outperformed our fourth graders.

 “The lack of improvement at the elementary level does not surprise us,” said Wheeler. “We’ve been hearing from many elementary teachers that they are not teaching science because of the increased emphasis on literacy. Science is essentially being squeezed out of the elementary classroom.”

Science achievement among minorities can also be interpreted as “good news/bad news.” Since 1995, eighth-grade African American students have made remarkable gains of 40 points in science, while Hispanic student scores jumped 36 points. At the fourth-grade level, African Americans narrowed the racial gap with a healthy 25-point increase in scores. Unfortunately, the same did not occur for Hispanic fourth graders, whose achievement scores remained flat across the two testing periods.

“The impressive increase in science scores among minority students is a great achievement,” said Tweed. “However, these students still rank at the bottom when compared to their international counterparts.”

While much more work needs to be done to further narrow the achievement gap, NSTA applauds the efforts of science teachers, scientists, and other stakeholders over the past decade that have contributed to the increased scores of middle level students. These efforts include the National Science Education Standards, the National Science Foundation systemic reform initiatives, and the increase in quality instructional materials and professional development opportunities for teachers.

The National Science Education Standards present a cohesive vision of what our students are expected to know and be able to do in science. Most states have successfully incorporated the standards into state benchmarks, and it appears that efforts to integrate these learning goals into middle level classroom instruction are beginning to produce positive results.

The education community is digesting the TIMSS results in the wake of last week’s release of the PISA study, which compared the application of knowledge for 15-year-olds in various subjects. The results of this study indicated that U.S. students did not fare well in math or science when compared to their international counterparts. The PISA further emphasizes the challenges at the high school level.

“The PISA results suggest that more science education reforms need to be focused at the high school level,” said Wheeler.  “It is clear that students are not taking enough science courses to prepare them for these assessments—and even more importantly, for the workplace they will soon enter.”

            While most states have been increasing the number of science credits necessary for graduation, a report by the Council of Chief State School Officers indicates few states require students to take science every year during high school. As of 2002, only 21 states required three credits of high school science, and only four states required four credits.

The National Science Teachers Association is the largest professional organization in the world promoting excellence and innovation in science teaching and learning for all. NSTA's current membership includes more than 55,000 science teachers, science supervisors, administrators, scientists, business and industry representatives, and others involved in science education.

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