As a student teacher, I have seen extreme inequities in the way science is communicated and taught in California’s elementary schools.
My first teaching experience was as a student in the STEM (science, technology, engineering and math) program at Cal Poly Pomona held during the 2022-23 school year. This program matches STEM majors with low-income elementary schools in hopes of exposing students to more science. I started getting excited about all the ways I could make science cool for the second graders in my class. I didn’t know anything.
My 7 year olds were in their first year in the classroom because of this epidemic and they were very behind. They needed basic literacy and numeracy skills, and good classroom manners as well. It was a constant balancing act between finding and trying to implement new district mandates such as using i-Ready, a computer-aided learning program for your children. unable to even write their names. During that conference, I taught only one science lesson.
A year later I was back in the classroom taking on the role of science teacher 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 rotating groups of students I noticed a recurring theme. They had little science instruction during their normal school day.
This raises serious concerns that not every student is getting the quality education they need to be prepared for 21st century jobs. A study done by California Institute for Public Policy found that science education has become a priority during the COVID-19 pandemic, even though it has been a problem in the past due to a lack of investment.
California has science teaching guidelines and expectations for what all K-12 students should have learned by the end of each school year. But the government does not provide police academies to ensure that they follow the guidelines, nor does it test the knowledge.
In the past I have spoken with 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 in subjects outside of language and math really depends on school districts and the efforts of school boards and principals. This is not fair. All elementary students should be exposed to the science curriculum regardless of grade level.
It’s not a California problem. Educators have been working to solve this problem across the country. Jill Grace, director of the K-12 Alliance, said that historically the United States has prioritized language arts and math, and without laws specifically mandating science or other subjects, it is easy for elementary and middle schools to intermediate skip this curriculum.
“In California we have a system that includes an accountability dashboard and until now the only areas of content that have been targeted for accountability have been language arts and math,” Grace said. Also, our education department does not have subject departments, while other countries do.
Fortunately, starting next year the state education dashboard will include science assessments, which can shed light on science education in California schools. And last school year, $85 million it was allocated to help schools teach math and science. Although funding is considered to be at the root of this issue, teachers also need training to feel confident in teaching science.
Maria C. Simani, director of the California Science Project, is also following this issue carefully and hopes that the California Department of Education will prioritize training science teachers. Simani estimates that it will take teachers at least three years of training and support to begin teaching science adequately.
Science education is not difficult to implement, especially when the target group is young children. In my experience, children enjoy learning when learning is practical and can make mistakes and learn from them.
I was luckier than most public school students. I had amazing teachers throughout the West Covina Unified School District who were able to provide a comprehensive curriculum that included life science and chemistry. I remember my elementary school having science fairs where different grade levels prepared a project and shared it with the school – that’s 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.
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