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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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)
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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.
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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
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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
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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.
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110115120125130135140145150155160165
1996 2000 2005 2009
4th-12th Grade National Scores
4th Grade
8th Grade
12th Grade
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156 159 159 161
129 127130
133
110115120125130135140145150155160165
1996 2000 2005 2009
8th Grade - FRL
Not Eligible
Eligible
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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
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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
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150153 150 152
148 146 147 148
110115120125130135140145150155160165
1996 2000 2005 2009
8th Grade - Gender
Male
Female
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Educational PoliciesStandards
Assessments
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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)
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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.
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Next Generation Science Standards (NGSS):
Diversity and Equity
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Old Paradigm
Content LanguageVo
cabu
lary
Gram
mar
Nativ
e-lik
e flu
ency
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New Paradigm
DiscourseText (complex text)
ExplanationArgumentation
PurposeText structures
Sentence structuresVocabulary
LanguageContent
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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
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Unpacking Language Demands in NGSSUnpacking Language Demands in NGSS
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Snapshot of Science ClassroomSnapshot of Science Classroom
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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
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Thank you!