REPORT OF THE

EARTH SCIENCE TASK FORCE

June 2003

Executive Summary

A basic understanding of Earth processes is essential for citizens to make informed decisions and to vote intelligently on complex issues facing the United States, Texas, and the world today. The Earth Science Task Force has met six times since being appointed on June 28, 2002 and has carefully evaluated the earth science content in the high school and middle school curricula. The Task Force finds that the current high school curriculum is extremely deficient in earth science content and that the middle school curriculum is deficient in some areas.

The Task Force recognizes that the optimal solutions to the problems with earth science education in Texas require time for development; however, some immediate changes will result in major progress towards achieving earth science literacy for Texas public school children. The Task Force has three recommendations that should be enacted immediately to improve earth science literacy and five long-term recommendations that, when enacted, will allow Texas students to compete with the best in the nation.

RECOMMENDED IMMEDIATE ACTION:

Recommendation I: The Task Force recommends that the State Board of Education redesignate the earth science courses specified below* from an elective status to an option for core credit to satisfy the third science requirement for those students in the high school Recommended and Distinguished Achievement plans who take Biology and Integrated Physics and Chemistry (IPC).

*Geology, Meteorology and Oceanography (GMO) and AP Environmental Science (APES)

Recommendation II: The Task Force recommends that the State Board of Education require four years of science for the Distinguished Achievement Plan, one of which should be earth science.

Recommendation III: The Task Force recommends that the State Board of Education implement an eighth-grade science assessment that includes an earth science objective testing Earth and Space Science concepts.

RECOMMENDED LONG-TERM ACTION:

These recommendations require changes to existing Texas Essential Knowledge and Skills (TEKS) and Texas Assessment of Knowledge and Skills (TAKS). The Task Force recommends that they be enacted concurrent with other changes and as soon as possible.

Recommendation IV: The Task Force recommends that when the science TEKS undergo revision, the middle school TEKS for Earth and Space Science be revised so that they will be better aligned with the National Science Education Standards.

Recommendation V: The Task Force recommends that Earth and Space Science concepts and objectives be tested on the high school exit level TAKS.

Recommendation VI: The Task Force recommends that the State Board of Education (SBOE) direct the Texas Education Agency (TEA) to redesign and augment the TEKS for Geology, Meteorology and Oceanography (GMO), to incorporate core concepts of the present GMO with other important aspects of earth science. An expert panel should be convened by the TEA to provide scientific guidance for the revision of the TEKS.

The Task Force further recommends that the State Board of Education direct the TEA to develop an Earth Systems course specifically designed to provide students with an integrated science experience.

Recommendation VII: The Task Force recommends that four years of science be required for high school graduation, and at that time, earth science should become a required science course that is assessed on the TAKS test.

Recommendation VIII: The Task Force recommends reinstating a certification program in earth science to fast-track qualified earth science professionals to become earth science teachers.

 

REPORT OF THE EARTH SCIENCE TASK FORCE

June 2003

The Earth Science Task Force was appointed by the Texas State Board of Education (SBOE) on June 28, 2002. The charge to the Task Force from the Committee on Instruction of the SBOE is to study the earth science curriculum in the state's high schools and the graduation requirements for science. The chair of the Committee on Instruction, Mrs. Geraldine Miller, instructed the Task Force to present its recommendations to the SBOE in June 2003.

The Task Force met six times: July 22, 2002 (Austin), October 14, 2002 (San Antonio), December 2, 2002 (Dallas), February 3rd and 4th (Houston), March 3rd and 4th (Harlingen) and April 4, 2003 (Lubbock). At five of those meetings public comment was solicited and received (see pages 39-41). In addition to the regularly scheduled meetings, members of the Task Force have made presentations to various groups about their work and findings and have solicited public comments from the State Governor's Conference (Austin), the annual meeting of the Texas Earth Science Teachers Association (El Paso), Texas Science Educators Leadership Association (El Paso), Texas Science Summit (San Antonio), Geological Society of America annual meeting (Denver), and others. Summaries of the mission and work of the Task Force have been published in Geotimes (American Geological Institute), The Explorer (American Association of Petroleum Geologists), GSA Today (Geological Society of America) and the newsletters of several other professional groups. It is the intention of the Task Force to keep people informed and to continue to seek input from diverse communities.

The Task Force has carefully studied the earth science content in the high school and middle school curricula with special emphasis on the Texas Essential Knowledge and Skills (TEKS) and the Texas Assessment of Knowledge and Skills (TAKS). The content in earth science in the state curriculum has been compared to the National Science Education Standards. This comparison and the expert opinion of members of the Task Force demonstrate that the current high school curriculum is extremely deficient in earth science content and that the middle school curriculum is deficient in some areas. The National Science Education Standards include Earth and Space Science equally with Life Science (biology) and Physical Science (chemistry and physics) in the high school curriculum. The Task Force strongly supports this position.

The Task Force recommends changes that will strengthen earth science in the curriculum of the state's secondary schools and increase the science literacy of all students. Even though the original charge given to the Task Force was to study earth science in the high school and make appropriate recommendations relating to it, it was necessary, in the opinion of the members of the Task Force, to study the middle school curriculum as well. An important linkage exists in student learning of science content and concepts between grades 6 - 8 and grades 9 - 12; therefore, several recommendations are made that will improve science in the middle school.

As indicated above, the Earth Science Task Force conducted this study in an open forum so that those who are interested would be kept informed and encouraged to provide input in the process. Formal meetings were held at different geographic areas in the state to provide access to diverse communities. Forty-five individuals made public comments during these meetings (pages 39-41). Even though there were different points of view expressed, almost all of those who spoke were strongly supportive of returning earth science to the core curriculum in high school, of enhancing earth science content in the secondary curriculum, and of adding earth science objectives to the appropriate assessments.

In addition to public input during the formal meetings, members of the Task Force received comments from many constituencies throughout the state. Discussions about earth science in the curriculum were conducted at the various meetings listed above as well as at conferences, workshops, symposia, and other meetings of teachers and administrators. The responses to the work of the Task Force were positive in all cases.

Four professional organizations have written position papers supporting the recommendations of the Task Force: Texas Earth Science Teachers Association (TESTA), Texas Environmental Educators Association (TEEA), and the Science Teachers Association of Texas (STAT), Texas Science Education Leadership Association (TSELA). Their support is important to the eventual implementation of these recommendations (pages 23-30).

Three recommendations are presented that require immediate action as well as five recommendations that require longer term action; however, they should be enacted as soon as possible. Each recommendation is followed by a short statement of rationale. In a number of cases, additional supporting or explanatory information is included in the appendix of the report. The Earth Science Task Force wishes to thank the members of the State Board of Education for supporting this study. We urge you to approve the recommendations and to implement them as soon as possible.

RECOMMENDATIONS FROM EARTH SCIENCE

TASK FORCE

RECOMMENDED IMMEDIATE ACTION

RECOMMENDATION I

The Task Force recommends that the State Board of Education redesignate the earth science courses specified below* from an elective status to an option for core credit to satisfy the third science requirement for those students in the high school Recommended and Distinguished Achievement plans who take Biology and Integrated Physics and Chemistry (IPC).

*Geology, Meteorology and Oceanography (GMO) and AP Environmental Science (APES).

RATIONALE

We have examined the TEKS for Biology, Chemistry, Physics, and Integrated Physics and Chemistry and find them seriously deficient with respect to earth science facts, concepts, principles, theories and models. This is unacceptable in the State of Texas because: (1) earth science plays a crucial role in the Texas economy; (2) earth science processes affect Texas citizens in their everyday lives; (3) earth science is the best subject for demonstrating the integrated nature of biology, chemistry and physics in an applied context; and (4) earth science is essential to the scientific literacy of Texas students (see Appendix I-A, pages 10-11).

The recommended courses (GMO and APES) were chosen following a detailed study of the TEKS, or course outline, for Aquatic Science, Astronomy, AP Environmental Science, Environmental Systems, and GMO. The criteria used to evaluate each course are given in Appendix I-B (pages 13-14). The methodology employed and the conclusions reached are given in Appendix I-C (page 15).

RECOMMENDATION II

The Task Force recommends that the State Board of Education require four years of science for the Distinguished Achievement Plan, one of which should be earth science.

RATIONALE

As the Minimum Graduation Plan becomes the exception and the Recommended Plan becomes the norm, the Distinguished Achievement Plan should have an appropriate difference in science requirements among these graduation programs. This will require four years of science for a student graduating from a Texas high school under the Distinguished Achievement Plan; the Recommended Graduation Plan already requires three years of science and the Minimum Graduation Plan requires only two years of science. This enhancement of the Distinguished Achievement Plan will encourage students who take biology, chemistry, and physics to complete their journey toward scientific literacy by applying their science background knowledge and skills in a study of earth science.

RECOMMENDATION III

The Task Force recommends that the State Board of Education implement an eighth-grade science assessment that includes an earth science objective testing Earth and Space Science concepts.

RATIONALE

Students need to be scientifically literate. An eighth-grade science assessment allows students to be tested on the cumulative knowledge of integrated sciences taught in middle school. Having the eighth-grade assessment include Earth and Space Science is crucial because, at present, it is the last time all students in Texas public schools will be tested on these subjects before they graduate. Many national assessments test science at the eighth-grade level, including National Assessment Project (NAP), National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Science Assessment (PISA). Additional material for Recommendation III is present in Appendix 2 (page 17).

RECOMMENDED LONG-TERM ACTION 

These recommendations require changes to existing Texas Essential Knowledge and Skills (TEKS) and Texas Assessment of Knowledge and Skills (TAKS). The Task Force recommends that they be enacted concurrent with other changes and as soon as possible.

RECOMMENDATION IV

The Task Force recommends that when the science TEKS undergo revision, the middle school TEKS for Earth and Space Science be revised so that they will be better aligned with the National Science Education Standards.

RATIONALE

Several important concepts necessary for understanding the Earth, specifically plate tectonics, the interior of the Earth, origin and composition of soils, and effects of living organisms on Earth systems, are not currently covered in the middle school science TEKS. Earth science literacy, which prepares Texas students to make informed decisions, requires the understanding of these important concepts. (See Appendix 3, pages 18-19).

RECOMMENDATION V

The Task Force recommends that Earth and Space Science concepts and objectives be tested on the high school exit level TAKS.

RATIONALE

Earth and Space Science concepts are important components of student learning in science and they must be included in the Texas Assessment of Knowledge and Skills (TAKS). Although not all students will take an earth science course in high school, they should be able to successfully answer questions about Earth and Space Sciences from their previous learning in middle school and the minimal earth science content included in biology and integrated physics and chemistry. Adding an earth science objective to the exit level assessment in high school will ensure that students in the State of Texas are exposed to this science content.

RECOMMENDATION VI

The Task Force recommends that the State Board of Education (SBOE) direct the Texas Education Agency (TEA) to redesign and augment the TEKS for Geology, Meteorology and Oceanography (GMO), to incorporate core concepts of the present GMO with other important aspects of earth science. An expert panel should be convened by the TEA to provide scientific guidance for the revision of the TEKS.

The Task Force further recommends that the State Board of Education direct the TEA to develop an Earth Systems course specifically designed to provide students with an integrated science experience.

RATIONALE

The Earth Science Task Force evaluated all existing earth science courses and found that only GMO and APES satisfied the agreed on criteria. By augmenting the TEKS of GMO, students would receive a more comprehensive course of study that includes plate tectonics, geochemical cycles, natural and human-induced hazards, the development of Earth's oxygen-rich atmosphere, the history of life on Earth, the Geologic Time Scale and astronomy. The Earth Systems course, when developed, could be used as a capstone for the Distinguished Achievement Plan or a four-year core science requirement. (See Appendix 4, page 20).

RECOMMENDATION VII

The Task Force recommends that four years of science be required for high school graduation, and at that time, earth science should become a required science course that is assessed on the TAKS test.

RATIONALE

To enable the students of Texas to improve their scientific literacy will require four years of science in high school. Now, and more importantly in the future, the citizens of Texas must have a broad understanding of the content, concepts, and methods of science in order to live effectively in a society that is becoming more complex scientifically and technologically. All high school graduates must learn about the Earth and its processes through a course in earth science.

RECOMMENDATION VIII

The Task Force recommends reinstating a certification program in earth science to fast-track qualified earth science professionals to become earth science teachers.

RATIONALE

The implementation of recommendation I will require a pool of qualified earth science teachers larger than is presently available at the high school level. The loss of an earth science course as a core course requirement for the Advanced and Advanced with Honors Program in 1998 has resulted in an attrition of qualified earth science teachers at the high school level. The reinstitution of earth science as an option for a science high school requirement; however, cannot be effectively accomplished unless there are enough qualified teachers to teach earth science. A continuing education program and a certification program should be expanded/reinstituted to fast-track interested and qualified earth science professionals to become high school earth science teachers. Additional material explaining and supporting this recommendation is included in Appendix 5 (pages 21-22).

APPENDIX I-A

WHY EARTH SCIENCE IS IMPORTANT 

RECOMMENDATION I

Earth science data and concepts are essential to understanding the complexities of water resources, wetlands, beach erosion, foundation problems, land subsidence, flooding and soil conservation. Simply put, citizens should know about earth systems because those systems affect our everyday lives.

Earth science plays a crucial role in the discovery and production of oil, gas, coal, iron and uranium, and in the mining of raw materials used to produce cement, concrete, brick, glass, building stone, sheet rock and many other products essential to our daily lives.

As noted by Governor Perry in October of 2001, Texas by far leads the nation in oil and gas industry employment, which provided approximately 422,300 jobs in 2001 and contributed more than $75 billion to the state's economy. Mining produced another $28 billion and 70,000 jobs. If you consider those industries that use natural resources as their basic feedstocks (petrochemicals and building materials like cement and sheet rock, for example), the total contribution of earth science-related industries to the Texas economy is at least $150 billion annually and half a million jobs.

Among other responsibilities, the job of high schools is to give students the best science education possible in order to produce a scientifically literate population.

The National Science Education Standards have the explicit purpose of assisting the states in achieving higher levels of scientific literacy for all students. As a policy document the standards define what constitutes scientific literacy, and they provide content benchmarks to assist the states in developing their own standards. The standards correctly divide all of science into three equally important realms: Physical Science, Life Science, and Earth and Space Science. Moreover, the standards spread the facts, concepts, principles, theories and models of all three realms across levels K-4, 5-8, and 9-12. Nationwide, experts agree that Earth and Space Science is the best subject for demonstrating the integrated nature of all the sciences in an applied context. Texas should take advantage of that fact.

Why earth science? Because the scientific literacy of every student in Texas is at stake and we must do our best by those students. Because those students are our future voters and they are sure to be challenged by a variety of environmental and resource issues. As Astronaut Jim Reilly testified in January, 2002, "When they become the stewards of our planet, our children will need to understand just what it takes to safeguard an ecosystem, to build an environmentally sensitive industrial plant, or to comprehend the complex interactions between our planet and the life that it hosts."

APPENDIX I-B

EVALUATION CRITERIA 

RECOMMENDATION I

Currently the Texas Education Agency recognizes five earth science courses as elective credit for high school graduation - - - Aquatic Science, Astronomy, AP Environmental Science, Environmental Systems, and Geology, Meteorology and Oceanography (GMO). Which of these courses, with no more than modest revision, are appropriate for required science graduation credit?

In order to answer that question we constructed a decision matrix in which the TEKS for each course were weighed against seven criteria as explained below. The first five criteria focus on course content and the last two deal with instruction. Each course was scored on each criteria using the following scale: (1) = poor, (2) = marginal, (3) = acceptable, (4) = good, (5) = excellent. The criteria used are enumerated and explained below.

1. Does the course integrate and apply major concepts from Biology and IPC (or Physics and Chemistry) in the context of Earth systems? This is one of the principal reasons for requiring an earth science course and it should figure prominently in our decision. Specifically, to what extent does the earth science course illustrate tangible examples of Newton's Laws, Newtonian mechanics, wave motion, electromagnetic fields, biological evolution, conservation of energy and energy conversions, properties of gases, liquids and solids, changes of state, renewable and nonrenewable resources, global changes, the principles of taxonomy, spectral analysis, atomic structure, chemical bonding, fission and fusion reactions, radioactive decay, and the carbon, oxygen and water cycles.

2. Does the course help students to become citizens capable of casting informed ballots on critical societal issues? This is another principal reason for requiring an earth science course. Such a course should prepare a student to understand the complexity of issues like the protection and allocation of water resources, tradeoffs in the utilization of various energy sources, and the relative importance of human and natural impacts on ecosystems.

3. Does the course highlight the unique scientific perspective provided by the study of Earth and space? For example, does it address measurement of long times and large distances, the age and origin of the Earth and Solar System, extinction events and their possible causes, and the thought patterns needed to interpret the conditions of an already-completed experiment from an examination of the products produced by that experiment?

4. To what extent are the course TEKS aligned with the National Science Education Standards for Earth and Space Science? The NSES correctly divide all of science into three equally important realms: Physical Science, Life Science, and Earth and Space Science. Moreover, the national standards spread the facts, concepts, principles, theories and models of all three realms across levels K-4, 5-8 and 9-12. At the high school level students are expected to understand: (1) energy in the Earth system, (2) geochemical cycles, (3) origin and evolution of the Earth system, and (4) origin and evolution of the universe.

5. To what extent does the course deal with all four domains of the Earth system: geosphere, hydrosphere, atmosphere, and biosphere? Although specialty courses focused on a single domain have merit, they should follow an introductory course that addresses all four domains and their interactions. This is especially true for students who are just beginning to develop the intellectual maturity needed for in-depth study.

6. Does the course lend itself to an inquiry-based laboratory and field approach? This approach is strongly emphasized in the national standards.

7. Do students and teachers have adequate access to data derived, stored or manipulated by technology so that students can utilize technology to aid their understanding of earth science questions? Perhaps in no other field is there such a rich array of data, accessible only by technology, like that obtainable from NASA, USGS, NOAA, EPA, DOE, NWS, TNRIS, ESRI, EARTHSCOPE, and GLOBE.

APPENDIX I-C

METHODOLOGY and CONCLUSIONS

RECOMMENDATION I

A subcommittee composed of Heydrick, Hovorka and Dunn (Chair) was charged to evaluate all existing high school earth science courses in order to determine which should be designated as satisfying the third year science graduation requirement in the Recommended and Distinguished Achievement Plan. The Task Force approved seven criteria the subcommittee would use to evaluate all the courses (Appendix I-B).

Each member of the subcommittee approached the evaluation differently and arrived at the rankings independently. Two reviewers used the five-point scale described in Appendix I-B. The third reviewer evaluated the TEKS for each course against each and every item in each criterion - - - therefore the third reviewer's score for each criteria was an average of several components. The third reviewer assigned a value of (5) if the TEKS "guide the teacher to meet the objective the Taskforce approved", (4) if the TEKS "provide partial or indirect guidance to meet the objective", (3) if the TEKS "would permit a motivated teacher to meet the objective", (2) if the TEKS "would have to be stretched or greatly exceeded to meet the objective", or (1) if the TEKS "do not include the objective."

In spite of the different methodologies used, the rankings converged. The numerical rankings are given in Appendix I-D. We agreed that GMO, with modest revision, and AP Environmental Science satisfy all seven criteria and are appropriate for high school science graduation credit. The other courses fail to satisfy three (Environmental Systems) or four ( Aquatic Science and Astronomy) of the criteria and should remain as electives.

The recommended high school earth science courses satisfy the admission entrance requirement in science at the overwhelming majority of colleges and universities in the State of Texas.

APPENDIX I-D

NUMERICAL RESULTS OF CONTENT ANALYSIS 

RECOMMENDATION I

Aquatic Astronomy AP Env. Env. GMO

Science Science Systems

Criteria 1

Reviewer 1 2 3 3 1 4

Reviewer 2 1 1 5 3 3

Reviewer 3 3.9 2.2 3.6 3.7 3.4

Average 2.3 2.1 3.9 2.6 3.5

Criteria 2

Reviewer 1 4 1 4 4 3

Reviewer 2 5 1 5 5 5

Reviewer 3 3.7 1 4.7 3 5

Average 4.2 1 4.6 4 4.3

Criteria 3

Reviewer 1 1 5 2 1 5

Reviewer 2 1 3 5 3 3

Reviewer 3 2.2 4 4.6 2 4

Average 1.4 4 3.9 2 4

Criteria 4

Reviewer 1 1 2 3 1 4

Reviewer 2 1 1 3 1 3

Reviewer 3 3.4 2.9 4.3 3.6 4.3

Average 1.8 2 3.4 1.9 3.8

Criteria 5

Reviewer 1 2 1 4 3 4

Reviewer 2 1 1 5 5 5

Reviewer 3 3.5 1.8 5 4.3 4.5

Average 2.2 1.7 4.7 4.1 4.5

Criteria 6

Reviewer 1 3 2 3 3 3

Reviewer 2 5 5 5 5 5

Reviewer 3 5 3 3 5 4

Average 4.3 3.3 3.7 4.3 4

Criteria 7

Reviewer 1 3 4 3 3 5

Reviewer 2 1 1 5 5 5

Reviewer 3 5 5 5 5 5

Average 3 3.3 4.3 4.3 5

APPENDIX 2

Recommendation III:

When an eighth-grade science assessment (TAKS) that includes an earth science objective is implemented, the most important earth science concepts covered in the current middle school TEKS to be assessed are:

(6.14) Science concepts. The student knows the structures and functions of Earth systems. The student is expected to: (A) summarize the rock cycle; (B) identify relationships between groundwater and surface water in a watershed; and (C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor, and identify the role of atmospheric movement in weather change.

(7.14) Science concepts. The student knows that natural events and human activity can alter Earth systems. The student is expected to: (A) describe and predict the impact of different catastrophic events on the Earth; (B) analyze effects of regional erosion, deposition and weathering; and (C) make inferences and draw conclusions about effects of human activity on Earth's renewable, non-renewable, and inexhaustible resources.

(8.13) Science concepts. The student knows characteristics of the universe. The student is expected to: (A) describe characteristics of the universe including (changed from such as) stars and galaxies; (B) explain the use of light years to describe distances in the universe; and (C) research and describe historical scientific theories of the origin of the universe.

(8.14) Science concepts. The student knows that natural events and human activities can alter Earth systems. The student is expected to: (A) predict land features resulting from gradual changes including (changed from such as) mountain building, beach erosion, land subsidence, and continental drift; (B) analyze how natural or human events may have contributed to the extinction of some species; and (C) describe how human activities have modified soil, water, and air quality.

APPENDIX 3

Recommendation IV

When the TEKS are next revised, a number of changes should be made.

1) The middle school TEKS are well aligned with the National Science Education Standards in most areas, but a few crucial topics are omitted. These omissions should be rectified as soon as possible. Earth science literacy requires the understanding of these important concepts.

The omitted concepts and most appropriate grade level for them to be taught are:

2) When the above subjects are added to the TEKS, the first three concepts should be made part of a TAKS earth science objective and be assessed along with the other earth science concepts discussed for Recommendation III..

3) In many of the middle school TEKS, earth science concepts are used in "such as" clauses which makes the teaching of them optional. Each of these should be changed to including when the revision occurs.

4) Individual elements of a single earth science topic in the TEKS should be covered together in a single grade to provide a more cohesive understanding of the subject.

For example, the water, carbon and nitrogen cycles are covered in fifth and eighth grades with some related information being covered in sixth grade:

5.6 (B) identify the significance of the water, carbon, and nitrogen cycles.

6.14 (C) describe components of the atmosphere, including oxygen, nitrogen, and water vapor&.

8.12 (C) predict the results of modifying the Earth's nitrogen, water, and carbon cycles.

For this and many other concepts in the TEKS, it would be better to cover all of these aspects in one grade; students are more likely to remember the concept and related facts if taught together than if taught in a piecemeal fashion.

APPENDIX 4

Recommendation VI

The revised (or new) course would be aligned with the National Science Education Standards for grades 9-12 which emphasize energy in the Earth system, geochemical cycles, the origin and evolution of the Earth system, the origin and evolution of the universe, natural resources, environmental quality, and natural and human-induced hazards. Because these topics cannot be addressed without utilizing many facts and concepts first encountered in Biology and IPC, the course would reinforce the integrated nature of science and serve the goal of enhancing science literacy in all students.

Every effort should be made to insure that the course content is current and important to Texas students. For example, the TEKS should promote the use of satellite imagery, real-time earth and space observations, and technology like Geographic Information Systems (GIS). Special emphasis should be given to earth science topics of particular relevance to Texas including coastal processes, flooding, groundwater resources, and the past, present and future of hydrocarbon production.

APPENDIX 5

Recommendation VIII

Future teachers are anticipated to come from the following groups.

1) Elementary School and Middle School Earth Science Teachers. Because earth science is still part of the grade school/ middle school curriculum, most teachers with an interest in earth science are currently teaching at the middle school level. Some of these teachers may be interested in teaching a more detailed course at the high school level and may need additional course work and certification. A large-scale movement of middle school teachers to the high school level, however, may deplete the teaching pool needed at the middle school and elementary school levels.

2) High School Science Teachers. Science teachers at the high school level may be interested in teaching earth science as well as those sciences for which they are already certified. There will be a need for professional development and additional certification. Programs through TEA are currently available to help develop additional certifications. There is a state-wide shortage of science teachers. TEA estimated a shortage of 1139 science teachers just to meet the needs for the additional students taking biology, chemistry and physics. If earth science became an option for a core course requirement, the overall need for qualified science teachers will increase. Additional teachers will be needed from outside the current population of high school science teachers.

3) Earth Science Professionals. A significant number of earth science professionals have retired or left the profession and they might be interested in high school teaching as a second career. They have the technical scientific training, but lack background in pedagogy skills. This group of already educated earth science professionals may have the greatest potential for increasing the number of high school earth science teachers. Several earth science professional societies (e.g. American Association of Petroleum Geologists) have already developed continuing education programs as "requirements of the job."

Earth science professional societies may be interested in working with SBEC to develop continuing education/certification programs to alleviate this potential shortage. For example, the Ellison Miles Geotechnology Institute at Brookhaven College (Dallas, Texas) has a 6-month teacher certification program that develops teaching skills (how to teach the subject, how it phases in with the TEKS and the state testing requirements for students) for geologists interested in retraining into the teaching profession. Similar efforts to alleviate teacher shortages in other disciplines are already underway.

Prospective teachers can be certified by SBEC if they have a baccalaureate degree and relevant work experiences. Between 1995 and 2000, over 1800 permits were approved. Several initiatives have been developed at Texas universities and funded through grant programs. A similar approach could be used to help provide earth science teachers through these types of continuing education/ certification programs. Professional earth science societies might also consider additional approaches such as developing remote internet courses, or providing adjunct or "informal" science educators on as need basis.

4) A fourth group of potential earth science teachers are students at various Texas universities and colleges working toward degrees in teaching or geology. College students working toward either earth science degrees or teaching degrees should be encouraged to work toward dual degrees in both earth science and teaching. Universities should also be encouraged to develop dual degree programs if they are not available. This fourth option may be considered as the primary long-term approach for increasing the number of secondary teachers certified in earth science. 

 

Position Statement of the Texas Earth Science Teachers Association

Earth Science as a Core Science 

The Board of Directors of the Texas Earth Science Teachers Association urges the Texas Education Agency and the State Board of Education to work together to re-designate Earth Science based classes as core courses to satisfy the third year of mandated science instruction for high school graduation.

Under current standards, all Earth Science based classes are designated with elective status only. With this designation, students are not allowed to enroll in any Earth Science based class to meet the graduation requirement of three years of science. Students who have successfully completed the IPC and Biology courses have already studied the required objectives for the 11th grade Science TAKS test for graduation. Yet, the only course options that these students have are to enroll in Chemistry and Physics classes for their third year of science. Additionally, with the current designation all Earth Science based courses would be limited to senior level course status for students who choose to enroll in four years of science. The only exception to this is students who take IPC classes in 8th grade. However, this is not recommended since these students miss one-third of the state-mandated earth science TEKS for middle school science. This arrangement further limits the student's exposure to Earth Science based concepts and issues at a time when most of Texas's high school graduates are leaving school with a minimal understanding of the world around them.

The National Science Education Standards developed by the National Academy of Sciences/National Research Council identify Earth Science as a core science curriculum area that integrates chemistry, physics and biology in an applied context at all grade levels. Earth Science based courses include Astronomy, Geology, Meteorology and Oceanography (GMO), Marine/Aquatic Science, and Environmental Science classes. TESTA strongly supports the National Science Standards and believes that the addition of Earth Science based courses to the core science curriculum for high school students will provide students a better understanding of the environmental, energy and water issues that are challenging our state, nation and world. Awareness of earth science concepts is integral to all students' ability to understand the problems and challenges that are of primary importance to today's world. Students who have studied the scientific facts of geology, hydrology, meteorology, oceanography and astronomy will be better prepared to critically analyze the information provided by special interest groups and make informed decisions that are based upon scientific fact.

There are many qualified Earth Science teachers in Texas's public schools today whose scientific knowledge is currently being under utilized by being asked to teach IPC, Chemistry and Physics courses that are outside of their training. Many of these teachers may ultimately leave the teaching profession if they are continually assigned to classes that are not within their chosen field or certification. The number of student's enrolling in Earth Science based courses has undergone a decline from a high of 46,894 students in 1997-98 to 40, 512 in 2000-2001. Within this declining enrollment in the Earth Sciences classes, the overall number of students enrolled in any science class has steadily increased from 645,950 in 1996-97 to 723,896 in 2000-2001. TESTA feels that this decline is a direct result in students being discouraged from taking an elective designated class over a core credit designated class as required by the Recommended High School Program.

The Board of Directors of the Texas Earth Science Teachers Association urges that the Texas Education Agency and the State Board of Education join the growing contingency of states (New York, Ohio, Florida, Colorado, North Carolina, etc.) who have already adopted the National Science Education Standards as set forth by the National Academy of Sciences/National Research Council in identifying Earth Science as a core science curriculum. By re-classifying the course level designation of Earth Science based classes from elective to core status, Texas will be acknowledging the need and importance of a strong Earth Science based curriculum for our students.

Position Statement of the Texas Association for Environmental Education

Supporting Earth Science as a Core Science 

The Board of Directors of the Texas Association for Environmental Education joins the Texas Earth Science Teachers Association in urging the Texas Education Agency and the State Board of Education to work together to designate all Earth Science based classes as core courses and to allow those courses to satisfy the third year of mandated science instruction for high school graduation.

Under the current standards, all high school Earth Science based science classes are designated with an elective status only. With this designation, students are not allowed to enroll in any Earth Science based class to meet the graduation requirement of three years of science. Students who have successfully completed the Integrated Physics and Chemistry (IPC) and Biology courses have already studied the required objectives for the 11th grade Science TAKS test for graduation. Yet, the only course options that these students have are to enroll in Chemistry, Physics or Principles of Technology classes for their third year of science. Additionally, with the current designation, all Earth Science based courses would be limited to senior level course status for students who choose to enroll in four years of science.

TAEE strongly supports the National Science Education Standards developed by the National Academy of Sciences/National Research Council and the American Association for the Advancement of Science. These national standards identify Earth Science as a core science curriculum area that integrates chemistry, physics and biology in an applied context at all grade levels. Earth Science based courses include Astronomy, Geology, Meteorology and Oceanography (GMO), Aquatic Science and Environmental Systems. TAEE supports the belief that the addition of Earth Science based courses to the core science curriculum for high school students will provide students a better understanding of the environmental, energy and water issues that are challenging our state, nation and world.

Awareness of earth science concepts is integral to all students' ability to be scientifically literate and to understand the problems and challenges that are of primary importance to today's world. Students who have studied the scientific knowledge and processes of geology, hydrology, meteorology, oceanography, astronomy and the interdependence of the world's ecosystems, will be better prepared to critically analyze the information provided by special interest groups and make informed decisions that are based upon scientific fact.

The number of students enrolling in Earth Science based courses has undergone a 14% decline from the 1997-98 to the 2000-2001 school years. Within this same period of time, while the Earth Science based courses have shown decline, the overall number of students enrolled in any science class has increased over 11%. TAEE joins TESTA in their belief that this decline is a direct result in students being discouraged from taking an elective designated science class over a core credit science class, as required by the Recommended High School Program.

There is a growing contingency of states who have already adopted the National Education Standards as set forth by the National Academy of Sciences/National Research Council in identifying Earth Science as a core science curriculum. By classifying the course level designation of all Earth Science based courses from elective to core status, Texas' educational leadership will be acknowledging the need and importance of a strong Earth Science based curriculum for our students. TAEE represents a diverse group of over 350, (K-16) formal and informal science educators and science leadership from across the state. TAEE respectfully urges the Texas Education Agency and the State Board of Education to take action on this matter.

Position Statement of the Science Teachers Association of Texas

Supporting

Earth Science as a Core Science

Adopted 1-18-03 

The Board of Directors of the Science Teachers Association of Texas joins the Texas Earth Science Teachers Association in urging the Texas Education Agency and the State Board of Education to work together to designate Earth Science-based classes as one of the options to satisfy the third year of mandated science instruction for high school graduation.

Under current standards, all high school Earth Science-based science classes are designated with elective status only. With this designation, students are not allowed to enroll in any Earth Science based class to meet the graduation requirement of three years of science. Students who have successfully completed the Integrated Physics and Chemistry (IPC) and Biology courses have already studied the required objectives for the 11th grade Science TAKS test for graduation. The only course options these students have are to enroll in Chemistry, Physics, or Principles of Technology classes for their third year of science.

The National Science Education Standards developed by the National Academy of Sciences/National Research Council identify Earth Science as a core science curriculum area that integrates chemistry, physics and biology in an applied context at all grade levels. Earth Science-based courses include Astronomy, Aquatic Science, Environmental Systems, and the course entitled Geology, Meteorology and Oceanography (GMO). STAT strongly supports the National Science Education Standards and believes that the addition of Earth Science-based courses to the core science curriculum options for high school students will provide students a better understanding of the environmental, energy and water issues that are challenging our state, nation and world.

Awareness of earth science concepts is integral to all students' ability to understand the problems and challenges that are of primary importance to today's world. Students who have studied the scientific knowledge and processes of geology, hydrology, meteorology, oceanography and astronomy will be better prepared to critically analyze the information provided by special interest groups and make informed decisions that are based upon scientific fact.

There are many qualified Earth Science teachers in Texas public schools today whose scientific knowledge is currently being under utilized by being asked to teach IPC, Chemistry, and Physics courses that are outside of their training. Many of these teachers may ultimately leave the teaching profession if they are continually assigned to classes that are not within their chosen field or certification. The number of students enrolling in Earth Science-based courses has undergone decline from a high of 46,894 students in 1997-98 to 40,512 in 2000-2001. Within this declining enrollment in the Earth Sciences classes, the overall number of students enrolled in any science class has steadily increased from 645,950 in 1996-97 to 723,896 in 2000-2001. TESTA and STAT suggest that this decline is a direct result in students being discouraged from taking an elective designated class over a core credit designated class as required by the Recommended High School Program.

The Board of Directors of the Science Teachers Association of Texas joins the Texas Earth Science Teachers Association in urging that the Texas Education Agency and the State Board of Education join the growing contingency of states that have already adopted the National Science Education Standards as set forth by the National Academy of Sciences/National Research Council in identifying Earth Science as a core science curriculum. By changing the Earth Science-based classes from elective to core status, Texas will be acknowledging the need and importance of a strong Earth Science-based curriculum for our students. STAT represents over 5,500 Texas science educators, from kindergarten through college level.

Position Statement of the Texas Science Education Leadership Association

Supporting

Earth Science as a Core Science

The Texas Science Education Leadership Association joins the Science Teachers Association of Texas and the Texas Earth Science Teachers Association in urging the Texas Education Agency and the State Board of Education to work together to designate Earth Science based classes as core courses AS ONE OF THE OPTIONS to satisfy the third year of mandated science instruction for high school graduation.

Under current standards, all high school Earth Science based science classes are designated with elective status only. With this designation, students are not allowed to enroll in any Earth Science based class to meet the graduation requirements of three years of science. Students who have successfully completed the Integrated Physics and Chemistry (IPC) and Biology courses have already studied the required objectives for the 11th grade Science TAKS test for graduation. Yet, the only course options that these students have are to enroll in Chemistry, Physics or Principles of Technology classes for their third year of science. Additionally, with the current designation all Earth Science based courses would be limited to senior level course status for students who choose to enroll in four years of science.

The National Science Education Standards developed by the National Academy of Sciences/National Research Council identify Earth Science as a core science curriculum area that integrates chemistry, physics and biology in an applied context at all grade levels. Earth Science based courses include Astronomy, Aquatic Science, Environmental Systems, and the course entitled Geology, Meteorology and Oceanography (GMO). TESTA strongly supports the National Science Standards and believes that the addition of Earth Science based courses to the core science curriculum for high school students will provide students a better understanding of the environmental, energy and water issues that are challenging our state, nation and world.

Awareness of earth science concepts is integral to all students' ability to understand the problems and challenges that are of primary importance to today's world. Students who have studied the scientific knowledge and processes of geology, hydrology, meteorology, oceanography and astronomy will be better prepared to critically analyze the information provided by special interest groups and make informed decisions that are based upon scientific fact.

There are many qualified Earth Science teachers in Texas's public schools today whose scientific knowledge is currently being under utilized by being asked to teach IPC, Chemistry and Physics courses that are outside of their training. Many of these teachers may ultimately leave the teaching profession if they are continually assigned to classes that are not within their chosen field or certification. The number of students enrolling in Earth Science based courses has undergone decline from a high of 46,894 students in 1997-98 to 40,512 in 2000-2001. Within this declining enrollment in the Earth Sciences classes, the overall number of students enrolled in any science class has steadily increased from 645,950 in 1996-97 to 723,896 in 2000-2001. TESTA and STAT feel that this decline is a direct result in students being discouraged from taking an elective designated class over a core credit designated class as required by the Recommended High School Program.

The Texas Science Education Leadership Association joins the Science Teachers Association of Texas and the Texas Earth Science Teachers Association in urging that the Texas Education Agency and the State Board of Education join the growing contingency of states who have already adopted the National Science Education Standards as set forth by the National Academy of Sciences/National Research Council in identifying Earth Science as a core science curriculum. By changing the Earth Science based classes from elective to core status, Texas will be acknowledging the need and importance of a strong Earth Science based curriculum for our students.

TSELA represents over 400 department chairpersons, coordinators, and directors, and other leaders in Texas science educators, from kindergarten through college level.

Meetings of the Earth Science Task Force

July 22, 2002
William B. Travis Building
Austin, Texas

October 14, 2002
Trinity University
San Antonio, Texas

December 2, 2002
Ellison Miles Geotechnical Institute
Brookhaven College
Dallas, Texas

February 3 and 4, 2003
ExxonMobil Exploration and Production Building
Houston, Texas

March 3 and 4, 2003
Texas State Technical College
Harlingen, Texas

April 4, 2003
College of Education
Texas Tech University
Lubbock, Texas

Earth Science Task Force

ExxonMobil Building
233 Benmar
Houston, Texas
February 3 and 4, 2003

Monday, February 3

9:00 AM Call to Order and Introductions

9:10 AM Welcome (Arthur Green)

9:30 AM Report on the panel presentation at the Texas Science Summit

10:00 AM Interim Report of the Earth Science Task Force to Mrs. Geraldine Miller, chair of the Committee on Instruction

10:10 AM Comparison of the Earth Science content in the objectives of the Texas Assessment of Knowledge and Skills in science for grades 10 and 11 with the National Science Education Standards

10:30 AM Break

10:45 AM Discussion of the draft recommendations for Earth Science in the Texas high school curriculum

12:00 noon Lunch

1:00 PM Report of the Subcommittee studying courses to meet the Earth Science curriculum in high school

2:00 PM Earth Science curriculum in middle school

2:45 PM Middle school assessment test in science

3:15 PM Public comment

4:30 PM Adjournment

Tuesday, February 4

8:00 AM Tour of the ExxonMobil Visualization Center

8:40 AM Recommendations for Earth Science in the high school

curriculum

9:15 AM Consideration of the selection process for courses to fulfill the Earth Science curriculum in high schools.

10:00 AM High school requirements and the implications of change to the Recommended High School Program (Tam Jones)

10:45 AM Presentation of EarthScope Program (Aaron Velasco and Kathy Ellins)

11:30 AM Public comment

12:00 noon Time and place for next meeting

12:15 PM Adjournment

Agenda
Earth Science Task Force
March 3 and 4, 2003
Texas State Technical College
Harlingen, Texas 

Monday, March 3

1. Dinner

2. Make up the new State Board of Education

3. Prioritizing recommendations to the SBOE

4. Format of the report to the SBOE

5. Writing teams

6. Reporting team

Tuesday, March 4

8:30 AM     Report of the Subcommittee to analyze the content of existing earth science courses (David Dunn)

9:30 AM     Report of the Subcommittee studying the placing of the middle school assessment test and other recommendations (Sharon Mosher)

10:30 AM    BREAK

10:45 AM    Admissions requirement in science for Texas colleges and Universities (Janis Mergele)

11:30 AM    Teacher demand in the sciences and certification in earth science (Ed Roy)

12:15 PM    Lunch

1:00 PM      Position of TBEC with regard to earth science

1:30 PM      Public Comment

2:30 PM      Time and place for next meeting

2:40 PM      Adjournment