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Equitable Access to in California

Published by: California Science Teachers Association June 2019 Equitable Access to Science Education in California

TABLE OF CONTENTS

Introduction ...... 3 Student Needs and Barriers to Equitable Access . . . . . 6 Teachers’ Needs to Improve Practice in Support of Underrepresented Students ...... 8 District and School Leaders Must Make Equitable Access to Science Education a Top Priority . . . . . 10 Recommendations for School District Administrators and Principals to Champion Equitable Access to Science Education . . . 11 Acknowledgments ...... 13 Footnotes ...... 13

Approved by the CSTA Board of Directors on June 8, 2019. INTRODUCTION

All students need a comprehensive

science education, starting in the

earliest , to be prepared for

productive futures, no matter what

their educational and career paths will

be. Science education helps young

people understand the world around

them, develop and

reasoning skills, and be prepared for a

future increasingly centered around

information and . From

transitional (TK) through

high school, science must be treated

with the same priority as other parts

of the core curriculum for all students.

Further, targeted efforts are needed to

ensure equitable access for students

who have been historically

underrepresented in science education

and careers.

Equitable Access to Science Education in California | CSTA - June, 2019 | 3 California is making progress on this However, the reality in California, and vision of science education for all across the U.S., is that high-quality students with its adoption of the science education is not yet sufficiently California Next Generation Science available for all students in all schools. However, the Standards (CA NGSS) which There are persistent gaps in access and necessitate that science and achievement for student populations reality in be taught in every grade, who have been historically California, and TK-8, and for a minimum of three underrepresented in science education across the U.S., years in high school. The standards are and careers. For example, among designed so that all students receive a eighth-graders in California, only 10% is that high- comprehensive science education of low-income, 13% of Black, 10% of quality science covering disciplinary core ideas Hispanic/Latino, and 2% of English (Physical Science, Life Science, Earth language learner (ELL) students education is not and Space Science, and Engineering), scored at or above proficient on the yet sufficiently crosscutting concepts, and science and most recent National Assessment of engineering practices. Further, the CA Educational Progress (NAEP) Science available for all NGSS shift instruction towards deeper Assessment, compared to 44% of students in all learning, critical thinking, and Asian and 46% of white students.1 schools. problem-solving by engaging students When taught science, low-income in investigating and making sense of students are more likely to be taught scientific phenomena and designing by teachers who have fewer years of solutions in ways that are similar to teaching experience, and receive less how real and engineers do professional development and support their work.

Equitable Access to Science Education in California | CSTA - June, 2019 | 4 learning experiences. Programs and practices that increase equitable access must be built into every aspect of science teaching and learning for all students, educators, and families. Students need early and continuous access to high-quality curricula and culturally relevant . Teachers need professional learning focused on developing the pedagogical skills required to teach science and engineering in ways that are effective for high-quality instruction and support the full range of learners in their classrooms, including explicitly addressing the needs of underrepresented students. Families need to be informed about the value of science learning and engaged in their in science, than teachers in more children’s education in ways that are affluent schools.2 In science, historically sensitive to their community and underrepresented students include, cultural context. Perhaps most Black/African American, Hispanic/ critically, district and school leaders Latino, Native American, and other must provide the administrative underrepresented people of color, leadership, policies, and funding All students can girls, ELL, low-income, LGBTQ3 and/ required to encourage and support learn science or disabled students, as well as those equitable access to science education for who have not traditionally been every student. when rigorous viewed as likely to be interested or In recent years, CSTA and other learning goals, successful in science. experts have published numerous supported by The root causes of gaps in student guides and policy recommendations participation and achievement are mapping out paths to successful high-quality often systemic inequities among implementation of the CA NGSS. science schools and districts that result in However, we must do more to call out large differences in student access to and address the specific challenges instruction are science learning opportunities. The related to ensuring that such combined with California Science Teachers Association implementation achieves educational (CSTA) is committed to providing equity in science. In this briefing supportive equitable access to science education paper, we outline these challenges for learning for every student. Equitable access is students, teachers, and families, and experiences. not simply providing the same identify the actions that district resources to all students. It means administrators, school principals, and providing resources and supports that other education system leaders, can meet the differentiated needs of each take to improve instruction and make student. All students can learn science clear that equitable access to science when rigorous learning goals, education is a top priority for every supported by high-quality instruction, school and every student in California. are combined with supportive

Equitable Access to Science Education in California | CSTA - June, 2019 | 5 Student Needs and Barriers to Equitable Access

The clearest examples of inequitable few mathematical concepts beyond access to science education in Algebra 1 or Math 1.7 California are often found in schools There are also more subtle problems and districts serving large populations affecting science education for of low-income students, students of underrepresented students whether color, and/or ELLs. These high- they are in high-poverty, high-need poverty, high-need schools often lack schools or not. Educators and families sufficient facilities, equipment, may fail to encourage Developmentally appropriate, instructional materials, and teacher underrepresented students’ interests rigorous science coursework at expertise to offer a comprehensive and participation in science because of every grade level. science curriculum to all students.4 their own implicit biases about who The CA NGSS necessitate science and Further, in these communities, as well becomes a or engineer. This engineering be taught in every grade as many others, elementary schools can result in lower expectations about TK-8 and a minimum of three years in may have set aside science instruction underrepresented students’ aptitude high school to build understanding to dedicate more time for students to for and access to more rigorous science and skills systematically on year. reach proficiency in English Language instruction. In addition, because of The standards shift instruction away Arts (ELA) and math,5 while middle limited diversity in the science teacher from memorizing facts to hands-on and high schools may have placement 8 workforce and in science careers more investigation and discovery through policies that deem students who are broadly, underrepresented students students making sense of phenomena struggling in ELA or math as unready may not have access to mentors and they observe in their lives. To realize to participate in challenging science role models from their communities the promise of these new standards, coursework. Recent indicates who could help inspire them to pursue the following curricular shifts are that science learning can support rich science and engineering. needed: language development and provide To remedy these circumstances, opportunities for more active underrepresented students need the Elementary school (TK-5) classroom participation by ELL following changes and improvements students.6 In addition, CA NGSS- Early science learning is important in science education: aligned high school courses require for all students, but especially for underrepresented students who are less likely to be exposed to science through their families and communities. Research confirms that science achievement gaps in 8th grade begin even before students enter kindergarten.9 Beginning in TK and kindergarten, elementary students must be actively engaged in high-quality science learning during every school day for an amount of time that is commensurate with time spent on other core subjects. This should be accomplished through a balance of dedicated science instruction, and integrated approaches that weave together science, ELA and math instruction, including for English learners. Indeed, research has demonstrated science learning and English Photo Credit: Groundswell Coastal Ecology Groundswell Photo Credit:

Equitable Access to Science Education in California | CSTA - June, 2019 | 6 Language Development (ELD) instruction are mutually reinforcing.10 Participation in high-quality science Policies and practices that rely on student education in a student’s formative years helps develop favorable achievement scores in math or course attitudes towards science.11 In grades in other subjects for placement in addition, science standards in the elementary grades serve as the science should be eliminated. foundation for progression in later grades. Increasing early access to science High school (9-12) essential as well, as these can be eliminates gaps in learning, better gateway courses to progress in Science placement and tracking preparing students for middle and science and college readiness. Science practices, along with fundamental high school science. taught within career technical inequities in facilities, staffing, and education (CTE) courses also should other resources, can be even more be CA NGSS-aligned to support (6-8): problematic in high school if they effective instruction and ensure The transition to middle school is result in underrepresented students students can move seamlessly often when student interest in science not accessing coursework that meets between CTE and other pathways. declines.12 The inquiry-based admissions requirements for selective For science programs made up in learning of the CA NGSS is well- colleges. To be consistent with the part or entirely of dual enrollment suited to adolescent development design of the CA NGSS and to ensure coursework, it is critical that the needs. In addition, middle school equitable access to science, approach to teaching and learning is offers ample opportunity to integrate graduation requirements for all consistent with the standards. These instruction across the science students should include at least three changes will, of course, require disciplines, and with other subject years of science, rather than the additional resources for school areas, in order to engage students in current state minimum of two years. facilities, materials, and staffing, but learning around issues of important All students must have access to a such investments must be made to personal and community concern. At comprehensive science program as achieve equitable access to science the same time, placement and defined by the CA NGSS, and all education for all students. tracking practices that begin in science pathways must be able to lead to the most advanced courses, middle school decrease access and limit opportunities for including all “A-G courses” required underrepresented students. All to be eligible for admission to Students with physical or cognitive students must have equitable access California public . Science disabilities need science learning to the full range of CA NGSS middle courses identified as introductory or environments and instructional school science course content. remedial that do not provide grade- strategies that do not create barriers, Policies and practices that rely on appropriate content should be but rather enable multiple means of student achievement scores in math eliminated, and students should not knowing, doing, and expressing or course grades in other subjects for be allowed to replace CA NGSS core understanding. Universal Design for placement in science should be subject courses with health science or Learning (UDL) is one of several eliminated. Students placed in lower other science or technology electives promising approaches to redesign tracks in middle school have less that are not CA NGSS-aligned. While instructional practice to make science access to rigorous curriculum these elective courses are valuable to education inclusive and accessible for throughout their later education. students’ overall education, they are all students. Teachers need Further, tracking signals to students not equivalent to the content of CA opportunities for collaboration with that they are not “good” at science, NGSS courses and may not satisfy special education experts and other when they may just need more time college admission requirements. systemic supports to develop these and opportunity to develop their Parallel efforts to ensure equitable inclusive practices and attend to academic interests towards forming access to advanced math and specific student learning needs. an enduring disposition to science. computer science courses are

Equitable Access to Science Education in California | CSTA - June, 2019 | 7 Culturally-competent instruction Family and community Teachers’ Needs to that makes science learning engagement to support student Improve Practice accessible and meaningful to learning in and out of the students’ lives and futures. classroom. in Support of Underrepresented The CA NGSS are built on the idea It is important that all students have that students learn science better when support from their families and Students it is taught in ways that demonstrate communities to encourage learning The CA NGSS call for teachers to its relevance to their daily lives and and success. Schools must shape facilitate more student-centered, real-world concerns about their family, outreach efforts to effectively inform locally relevant learning that enables community, environment, health, etc.13 families of underrepresented students young people to think on their own, Underrepresented students need to about the value of science learning problem solve, communicate, and see their identities and interests and make schools welcoming places collaborate, as well as dive more respected and reflected in science for all families. More efforts are also deeply into disciplinary core ideas. education. The CA NGSS emphasize needed to incorporate learning For most teachers at all grade levels, phenomenon-based, problem-centered opportunities outside of school into shifting to more student-centered, instruction, providing many classroom instruction, through equity-centered pedagogy requires opportunities to honor connections to community-based significant new professional learning, underrepresented students’ identities educational programs and cultural more time to redesign curricula and and foster agency and belonging by activities, museums and other collaborate with other teachers, and connecting academic content to informal science institutions, and additional resources for specialized students’ home cultures, local mentors. Scientists and community facilities, equipment, and materials. communities, and environmental members who represent historically For elementary teachers, who tend to and social justice concerns. marginalized student populations can have more preparation in ELA and Underrepresented students also need serve as important role models for all math than in science, professional inclusive strategies that value different students. Schools can also do more to learning also needs to help deepen cultural perspectives and build from help underrepresented students access science content knowledge. To deliver them. These needs highlight the additional opportunities for creative, more effective science education for importance of providing equity- hands-on science learning through underrepresented students, teachers centered professional learning to out-of-school time programs and need: support educators in developing internships. Students and families culturally sustaining pedagogy and need to be more informed about these High-quality curriculum materials and equity-centered increasing representation within the opportunities, and financial support professional learning that science teacher workforce. must be available to ensure equitable supports teachers in developing opportunity for all students to more culturally competent, participate. student-centered, and cross- disciplinary science instructional practices. Equity-centered professional learning can help teachers recognize where their expectations and implicit biases may be contributing to inequitable science learning experiences for some students, and provide teachers with strategies for more culturally sustaining pedagogy. Teachers also need clear guidance and access to high-quality, CA NGSS-aligned curriculum kits, assessment tools, and

Equitable Access to Science Education in California | CSTA - June, 2019 | 8 other instructional resources, so they Increased time and support for can focus on teaching, not spend time planning and collaboration. searching for materials. Professional In addition to upfront needs to adjust learning, curriculum materials, and and learn new pedagogical skills, the assessments, must help teachers build CA NGSS also demand new kinds of their skill and efficacy in several key ongoing instructional preparation. areas, such as: Developing instructional strategies • Supporting open communication that actively engage all students, and and collaboration, and managing connecting content to issues and healthy debate in the classroom, to problems relevant to students lives, allow diverse student voices, can add complexity to lesson values and experiences to be planning. In addition, the integrated expressed; instruction that is critical to effective • Helping students develop a implementation of the CA NGSS 14 “growth ” by creating requires more time for deep learning experiences and collaboration with colleagues in other classroom communities that allow subject areas. In elementary school, space for students to struggle, take where time is limited to teach all risks, fail and iterate on solutions, subjects separately, teachers need to without feeling shame or suffering adverse assessment consequences; build capacity to integrate instruction with science as the core, as well as to • Connecting academic content to incorporate science content in ELA science coaches and school leaders students’ everyday interests and and math instruction. In middle and knowledge, especially to create who themselves are well-versed in the phenomenon and problem-based high school, integrated instruction CA NGSS and equity-centered learning activities that relate to across science disciplines and with instruction. students cultural, community, other subject areas, helps engage environmental, and social justice students in learning complex ideas. Funding for specialized concerns; But while such integrated instruction resources for science instruction. • Delivering integrated instruction is increasingly essential, support for it that uses science as the foundation is virtually absent in many schools Science, perhaps more than other for instruction in ELA, ELD, math where teachers already have subjects, requires costly lab facilities and or other subject areas; insufficient prep periods and are equipment, consumable materials, and • Designing science learning tasks overloaded with administrative opportunities for experiential learning and instruction to offer universal demands. Major shifts in policy and outside of the classroom. In addition, accessibility for a wide range of resources are necessary to increase to fully align with the CA NGSS, basic learners, including students with time for teacher preparation and curriculum materials need to be special education needs; and collaborative planning to provide updated or replaced, and new • Developing accessible, culturally- instruction that fully delivers on the performance-based assessments need to competent classroom assessment promise of the CA NGSS. be developed. While there are many practices that allow students to creative teaching approaches that can Ongoing access to coaching and demonstrate their understanding compensate for lack of access to such leadership support. of CA NGSS ideas, concepts and specialized resources, ongoing practices through multiple modes For professional learning to be most resource inequities ultimately of performance. effective, it must be ongoing and compromise student learning largely job-embedded, with the opportunities and lead to some of the support of mentor teachers, coaches, most problematic disparities in access and principals.15 Therefore, districts to rigorous, advanced science must invest in hiring and training coursework.

Equitable Access to Science Education in California | CSTA - June, 2019 | 9 District and School Leaders Must Make Equitable Access to Science Education a Top Priority District and school leadership are essential to deliver high-quality science education for all students. Systemic changes are needed to support deep and lasting shifts in instructional practices and student learning experiences. Administrators must make clear–through their messaging, policy choices, and resource commitments–that science education is a top priority and that they will target policies and resources to ensure equitable access to science education. Recent evaluation findings from the California NGSS K-8 Early Implementation Initiative, a large, multi-district, multi-year initiative in California bears this out:

Findings and recommendations for K-8 science administrators from the California As a first step, both district NGSS K-8 Early Implementation initiative administrators and school Administrators are spur­ring NGSS implementation most principals must embrace often in the following ways: professional learning for • Communicating science as a priority. • Providing flexibility for teachers to try the substantial instructional themselves to build their shifts of the NGSS. own knowledge of the CA • Increasing teacher–teacher and administrator–teacher collaboration. NGSS and understand how • Providing resources for science instruction. its pedagogical shifts look Recommendations for administrators: in practice. Subsequently, • District administrators should provide school administrators with NGSS-sensitive protocols for classroom observations and include a they can lead the way to regu­lar focus on science in districtwide meetings of site administrators. more equitable access by • Site administrators must convey that it is beneficial for teachers to teach science at the elementary level, encourage experimentation by championing changes in all science teachers in shifting to NGSS science, support teachers in structures, goals, practices, getting needed science supplies, and develop the ability to observe effective NGSS instruction in the classroom. and policies. Source: Iveland, A., Tyler, B., Britton, T., Nguyen, K., & Schneider, S. (2017). Administrators Matter in NGSS Implementation: How School and District Leaders Are Making Science Happen. San Francisco, CA: WestEd.

Equitable Access to Science Education in California | CSTA - June, 2019 | 10 Recommendations for School District Create and staff science Administrators and Principals to Champion leadership positions, e.g., Teacher on Special Assignment Equitable Access to Science Education (TOSA), Coaches, Lead Teachers, to DISTRICT ADMINISTRATORS Partner with science signal the district’s commitment to institutions and professional science education and lead equity- development experts centered shifts in science pedagogy. Establish district-level science that can Focus on recruiting science leaders leadership structures and goals. provide guidance, resources and who have demonstrated expertise in leadership assistance to develop and CA NGSS instruction and reflect the NGSS Leadership Teams can be support the district CA NGSS diversity of the district’s student instrumental when they have leadership team and implementation population. responsibility to set district-wide goals plan. and strategies for achieving equitable Change curriculum and Build the commitment and placement practices and access to science education for all capacity of principals underrepresented students. District and other policies that limit underrepresented goals and strategies must address site-based administrators to lead students’ opportunities for science learning at every grade level equity-centered improvements in participation and advancement in and be included as a core component science instruction. science education. Key policy in every Local Control Accountability Engage school board members, changes should include: Plan (LCAP). These goals should also local and state policymakers, • Increase science education in be mirrored in school-level plans, and other education leaders in elementary schools, by encouraging budgets, data collection, and regular discussions about how to daily science instruction at every accountability metrics. Investments achieve more equitable access to grade level for an amount of time must be targeted to eliminate inequities science education. that is commensurate with time in school staffing, course offerings, Substantially increase funding spent on other core subjects, facilities, and other key resources for teacher professional supporting integrated instruction, available to underrepresented students. and ensuring other instructional development focused on equity- and assessment practices are centered science instruction and consistent with full implementation assessment, including more time for of the CA NGSS. planning and collaboration, and access to support from coaches who • Increase high school graduation are experts in science and equity. requirements to include three years of science, and ensure that all science education pathways can lead to college readiness and coursework aligned to California public admissions requirements. • End district and school practices and policies that depend on scores/grades in math or other subjects for placement into science courses. Cross-reference CA NGSS and Common Core State Standards (CCSS) for math7 to ensure that prerequisites for science courses are not more advanced than necessary.

Equitable Access to Science Education in California | CSTA - June, 2019 | 11 • CA NGSS models can be can motivate ELL students to implemented to ensure that all participate in peer talk and develop science pathways are fully their academic vocabulary. standards-aligned, while also Ensure the full inclusion of all supporting students with students in science education advanced abilities and articulating by: to Advanced Placement (AP) courses. Eliminate tracking • Placing students in science courses practices (including honors based on interest or measured courses used as tracking), that aptitude in science, not often prematurely limit performance in math or other underrepresented students courses. opportunities to advance to the • Eliminating master scheduling highest levels of science practices that pull out students for coursework. supplemental instruction, such as Provide specialized materials, English learner support or special facilities and hiring incentives to education services, during science ensure schools serving instruction. underrepresented students are • Encouraging collaboration and equipped and staffed to offer a co-teaching, especially between complete curriculum of rigorous science and special education, and science learning and laboratory between science and ELD, given courses. Develop partnerships with that separate instruction has often local colleges and universities to reduced these students’ access to offer dual or concurrent enrollment science. opportunities that can ensure high Use all means available to • Including school guidance school students, especially those in strengthen professional counselors in training about CA under-resourced schools, have access learning in science by: NGSS instructional approaches to advanced science coursework. • Conducting administrator walk- and course pathways so they can PRINCIPALS throughs and other observation offer guidance that supports equitable course taking by Establish and support science and feedback mechanisms for science instruction as non- students. teacher leadership roles, e.g., evaluative opportunities to share Teacher Leaders, Coaches, Mentors, Build connections to science and debrief teacher practices. to assist all teachers in making the learning opportunities beyond instructional shifts required by the • Providing release time to allow the classroom. Teachers need CA NGSS and developing more teachers to observe high-quality support to identify science learning equity-centered pedagogy. science instruction in other opportunities in their students’ classrooms, and to attend home communities, develop Provide explicit permission, conferences and workshops to effective partnerships with local time and flexibility for teachers build cultural competence, learn community organizations and to allow collaboration and how to integrate science and ELD informal science institutions and experimentation to develop instructional strategies, develop industry, and connect these curricula, courses, and assessments performance-based assessments, resources to classroom instruction. that integrate ELA, math and science and build other skills for equity- Such connections help students see standards centered around locally- centered science education. the relevance of science to issues in relevant phenomena and problems. • Increasing time and supports for their communities and expand This should include substantial teachers to revamp lesson plans to access to meaningful hands-on attention to integrating ELD and deliver improved, equity-centered, science learning experiences, role science, given the large number of CA NGSS aligned instruction, models and mentors. ELL students in California schools including embedded . and how conceptual understanding developed through hands-on science

Equitable Access to Science Education in California | CSTA - June, 2019 | 12 ACKNOWLEDGMENTS SUGGESTED CITATION Goldstein, S., Sawko, J., Grace, J., Vargas, C., Vandergon, V., Nemeckova-Fairfield, A., Metcalf, S., Bakshi, L., Author and Contributors & Orlinski, J. (2019). Equitable Access to Science Education in California. Folsom, CA: California Science Teachers Association. Retrieved from: https://cascience.org/ngss/equitable-access-science-education

This paper was written by Suzanne FOOTNOTES Goldstein for the California Science 1 U.S. Dept. of Education, Institute of Education , National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2015 Science Assessment.

Teachers Association (CSTA) with 2 Banilower, E. R., Smith, P. S., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018). Report of the 2018 NSSME+. Chapel Hill, NC: Horizon Research, Inc.; Dorph, R., Shields, P., Tiffany-Morales, J., Hartry, A., contributions and guidance from McCaffrey, T. (2011). High Hopes–Few Opportunities: The Status of Elementary Science Education in California. Sacramento, CA: The Center for the Future of Teaching and Learning at WestEd. Jessica Sawko of California Science 3 LGBTQ refers to lesbian, gay, bisexual, transgender and queer or questioning. It includes all students, Teachers Association; Jill Grace of regardless of sexual orientation or gender identity. 4 CTEq (2016). Ending the Double Disadvantage: Ensuring STEM Opportunities in our Poorest Schools. K-12 Alliance; Claudio Vargas of Washington, DC: Change The Equation.

Sci-Lingual Collaborative; Virginia 5 Dorph, R, et al. (n 2). 6 Quinn, H., Lee, O., Valdés, G., (2012). Language demands and opportunities in relation to Next Generation Vandergon of California State Science Standards for English language learners: What teachers need to know. In Hakuta, K. & Santos, M. (Eds.), Commissioned Papers on Language and Literacy Issues in the Common Core State Standards and University, Northridge; Alyssa Next Generation Science Standards (pp. 32–43). Stanford, CA: Stanford University.; Bravo, M. A., & Cervetti, G. N. (2014). Attending to the Language and Literacy Needs of English Learners in Science. Equity & Excellence Nemeckova-Fairfield of Palm Springs in Education: University of Massachusetts School of Education Journal, 47(2), 230–245.; Lee, O., & Buxton, C. A(2013) Integrating Science and English Proficiency for English Language Learners . Theory into practice, 52 Unified School District; Shawna (1) 36-42 7 CA NGSS Collaborative (2019). NGSS and CCSS Math Standards Matrix Metcalf of Glendale Unified School (https://docs.google.com/spreadsheets/d/1CHtohGt6HEhvpP4VoMOiUOgNSHAvQ9Ui8E4dHW10tNo/ edit#gid=120260162) District; Leena Bakshi of STEM 4 Real; 8 California Department of Education (2019). Teachers by Ethnicity, California Public Schools 2013-18, retrieved and Jeff Orlinsky of Downey Unified from Ed-Data.org on June 2, 2019. 9 Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science Achievement Gaps Begin Very Early, School District. Persist, and Are Largely Explained by Modifiable Factors. Educational Researcher, 45(1), 18–35.

10 Gomez-Zwiep, S. and Straits, W.J. (2013), Inquiry Science: The Gateway to English Language Proficiency. Journal of Science , 24:1315-1331.; Brown, Z. A. & DiRanna, K. (2012). Equal Access to Content Instruction: An Example from Science. WestEd.

11 National Research Council (2012) . A Framework for K–12 Science Education: Practices, Crosscutting With Appreciation Concepts, and Core Ideas. Washington, DC: The National Academies Press.

12 Gibson , HL & Chase C (2002). Longitudinal Impact of an Inquiry Based Science Program on Middle School We also wish to thank Linda Curtis-Bey Students’ Attitudes Toward Science. Science Education 86:693-705 of American Museum of Natural 13 Schwarz, C.V., Passmore, C., & Reiser, B. J., (2017). Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices. Arlington,VA: NSTA Press.

History; Nikki DiRanna of San Marcos 14 Dweck, Carol S. (2006). Mindset: The New Psychology of Success. New York, NY: Random House.

Unified School District; Sarah Feldman 15 Loucks-Horsley, S. Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2010). Designing Professional Development for Teachers of Science and . Thousand Oaks, CA: Corwin. of The Education Trust-West; Susan

Gomez Zwiep of California State

University, Long Beach; and

Christopher Harris of WestEd for their review and input.

Equitable Access to Science Education in California | CSTA - June, 2019 | 13 California Science Teachers Association

cascience.org @cascience