Current Practice in Earth Science Courses

Current practice reveals a disappointing story. Research funded by NSF Geosciences found that only 24% of our nation's students take high-school Earth science by graduation. In contrast, 95% take biology (Hoffman, 2005). More telling, Earth science is commonly taken by non-college bound students. Alone among the sciences, there is no AP Earth science course. In other words, Earth science is too often viewed as "rocks for jocks," a minor science that is less compelling and rigorous than physics, chemistry and biology. Earth science education has to break free from this legacy as a dumping ground for non-scientists. This problem is illustrated by three states.

California: While CA frameworks include Earth science, the University of California's admission criteria and approval of courses is the dominant force affecting high schools. Its policy requires that entering students take two years of high-school lab sciences, which may be physics, chemistry or biology, but explicitly not Earth science, which it does not consider a true lab science. Thanks to the CA Earth Science Alliance (and allies like the National Academy of Science), the UC Board of Admissions and Relations with Schools (BOARS) seriously considered a policy change to accept Earth science as a lab science. Yet, the BOARS committee hesitated, calling for the field to demonstrate that the nature and rigor of Earth science lab experiences warrant such recognition.

Massachusetts: The state's frameworks embrace Earth science and use of real-time data and Earth visualizations. Yet, the State Board of Education approved high school testing of physics, chemistry and biology, but not Earth science. It is the only domain in the standards that is excluded from the test, eliminating it as a serious option in high schools. Although educators, scientists and industry call for equitable treatment of Earth science, the Board said it did not want students taking Earth science instead of the "real sciences."

Texas: For years, "GMO" (Geology, Meteorology and Oceanography-the Texas equivalent of Earth science) was a standard and popular course in many Texas high schools. However, in 2001, the Texas State Board of Education enacted a new high-school science curriculum and testing program that dropped GMO. Response was immediate, especially from the energy, mining, space and agriculture industries that rely on a workforce educated in the Earth and space sciences. The Board established a review panel and eventually overturned its decision - contingent on funding for labs and teacher training.