Though attempts to teach creationism (or its twin sister, intelligent design) in the classroom have been struck down in court, these anti-science approaches still influence the teaching of evolution in American schools. Barely more than one-quarter of 926 high school science teachers who responded to a survey published in Science this week unabashedly taught evolution in their classrooms.
Michael Berkman and Eric Plutzer of Penn State have been watching this story for years, tracking whether courtroom victories like 2005’s Kitzmiller v. Dover Area School District truly freed up teachers to teach evolution without fear. In an early 2008 study, a book, and new results published in Science, the answer is a depressing “no”:
Only 28% of the 926 teachers surveyed, “unabashedly introduce evidence that evolution has occurred and craft lesson plans so that evolution is a theme that unifies disparate topics in biology.” … Most biology teachers belong to the “cautious 60%,” who are “neither strong advocates for evolutionary biology nor explicit endorsers of nonscientific alternatives,” the study says. [USA Today]
It’s not that a wave of creationism is overtaking our biology teachers—just 13 percent of respondents said they advocated that viewpoint. What’s more likely, Berkman and Plutzer say, is a crisis of confidence. Says Berkman:
“The survey left space for [the teachers] to share their experiences. That’s where we picked up a lot of a sense about how they play to the test and tell students they can figure it out for themselves. Our general sense is they lack the knowledge and confidence to go in there and teach evolution, which makes them risk-averse.” [LiveScience]
This evening, according to early reports, President Obama will spend part of his State of the Union Address addressing the United States’ “competitiveness.” But ahead of the national pep talk, the Department of Education brought the mood down a notch. The latest results from a federal test called the National Assessment of Educational Progress were released today, and the “Nation’s Report Card” doles out some depressingly low grades for American students’ understanding of basic science.
A third of the nation’s fourth-graders, 30 percent of eighth-graders and 21 percent of 12th-graders are performing at or above the proficient level in science…. Fourth-graders considered proficient are able to recognize that gravitational force constantly affects an object, while advanced students can design an investigation comparing two types of bird food. Proficient 12th-graders are able to evaluate two methods to control an invasive animal species; advanced students can recognize a nuclear fission reaction. [Bloomberg]
At the other end of the spectrum, 28 percent of the 4th graders failed to show a basic understanding of science, and that number was up to 40 percent for high school seniors. That troubles Alan Friedman, a member of the board that oversees the test:
“I’m at least as concerned, maybe even more, about the large number who fall at the low end,” Friedman said. “Advanced is advanced. But basic is really basic. It doesn’t even mean a complete understanding of the most simple fundamentals.” [AP]