Oppose Senate Bill 185!

Since 1995, the Commonweath of Virginia has been on the vanguard of high-quality science education nationally. Rigorous standards, coupled with strong assessments and accountability systems, have measurably improved science achievement.

Unfortunately, Virginia Senate Bill 185, if approved, will dramatically and negatively impact K-3 instructional time for science, and thus begin dismantling the clear progress our Commonwealth has made. Science instruction in Kindergarten through grade 3 levels already suffers from minimal instructional time.

Eliminating the K-3 Science SOL Assessment will not only reduce science instructional time at the primary grades, but will have a ripple effect up through all grade levels over time.

VAST strongly urges members to contact their representatives to not approve Senate Bill 185.

Click here for a research study that outlines the impact when students are only tested in mathematics and reading.

Other resources supporting time for science instruction and integration of reading and science:

Berliner, David (2009). MCLB(Much Curriculum Left Behind): A U.S. calamity in the making. The Educational Forum. Vol 73:4, 284-296

Education Week (2007). Federal rule yeilds hope for science; Testing mandate is expected to increase time for subject. Vol 27:7

Gunthrie,J.; Wingfield, A.; Humernicks, N. Perencervich, K.; Taboada, A.; Barboas, P.(2006). Influences of stimulating task on reading motivation and comprehension. Journal of Educational Research, Vol 99:4, 232-254

Gunthrie, J.; Wingfield, A.; Vonsecker, C.(2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, Vol 92:2; 331-341

King, K. & Zucker, S. (2005). Curriculum Narrowing. Pearson Publications, 1-11

Pearson, D.; Moje, E.; Greenland, C. (2010). Literacy and science:Each in the service of the other. Science. Vol. 328:23, 459-463

Romance, N, & Vitale, M. (2001). Implementing an in-depth expanded science model in elementary schools: Multi-year findings, research issues, and policy implications. International Journal of Science Education. Vol 23:4, 373-404.

 

From the 2011 Professional Development Institute:

Make plans to attend the 2012 PDI! Here is what one of our members said about this year's professional development institute:

"...Wow! I was like a kid in the candy store. It was hard to choose which workshops to attend from the smorgasbord of options. I filled my days with learning about white-tailed deer, tried and true science experiments that wow your audience, proven lessons in light and sound, and best practices on teaching vocabulary to our ELL and SPED students. I took home a load of information, hand-outs, "freebies" and materials. "
~ Quote from PDI participant Jeff Peake, 5th grade teacher at Skyline Middle School, Harrisonburg City Public Schools

To see pictures from the PDI, check out the VAST Facebook page here.

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