Aligning the Next Generation Science Standards With Science Instruction for English Language Learners
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Science is the lowest performed subject in all content areas nationally and in the state. Even more severe is that English language learners (ELLs) perform the lowest among all groups. Science concepts are introduced as early as kindergarten. In Texas students begin to be tested in science at grade 5 which is the grade this research will examine. When reviewing the state standardized assessment in science (i.e., STAAR) test scores for grade 5, compared to all the other core subjects, science is the only subject that has not had a change in test scores since the 2011-2012 academic school year. More specifically, the passing rate for last year’s science STAAR test was 73% and this number only decreases when reviewing upper grades test scores such as 8th grade whose passing rate was 70% (Texas Education Agency [TEA], 2011). Furthermore, studies conducted show that there is a significant gap in the science test scores of ELLs and non-ELLs where ELL students score lower on multiple choice exams (Settlage, Madsen, & Rustad, 2005). Due to the decline in science achievement, the Next Generation Science Standards were created. These science standards that have been developed are rich in content and practice and provide all students an internationally benchmarked science education. The purpose of this study was to conduct a case study so as to gain better understanding on how to incorporate NGSS, state curriculum, and ELP into science teaching to ensure ELLs will succeed in science.
Macias, Rebecca (2015). Aligning the Next Generation Science Standards With Science Instruction for English Language Learners. Honors and Undergraduate Research. Available electronically from