by Ariela Keysar, Associate Research Professor of Public Policy and Law and the Associate Director of the Institute for the Study of Secularism in Society and Culture (ISSSC) at Trinity College, Hartford & Frank L. Pasquale, Research Associate at ISSSC
A solid grounding in science is widely considered to be crucial for the next generation of American adults. And providing science education to young children and adolescents is an overarching goal of educators nationwide. Yet studies show that although students are taking more science courses than in the past—at the prodding of teachers and guidance counselors—they are not absorbing much. The average science score at grade 12 on the National Assessment of Educational Progress test in 2005 was lower than in 1996, and showed no significant change from 2000.