State-Based Alliances

Overarching Recommendation

In many ways, the states are the most vital locus for change in our nation's schools. State departments of education define curriculum frameworks, establish testing policies, support professional development and, in some cases, approve textbooks and materials for adoption. Hence, we recommend focusing a major effort on state-based reform.

We recommend establishing state-based alliances for Earth and space science education reform. They would include experts in Earth and space science, education and school reform along with key people in positions to influence state policy. The alliances would work towards the broad goals outlined in this report, adapting them for each state's needs, circumstances and opportunities. The alliances will serve as catalysts for change.

This approach builds on similar models of state-based reform used in other fields. For example, for several years the National Geography Alliance has supported reform in geography education based on the National Geography Education Standards. Funded primarily by and coordinated through the National Geographic Society, the project now has Alliance teams in all 50 states and has been a major force for geography education reform.

The experiences of state-based reform efforts demonstrate the importance of building local (i.e. state) ownership and support, as well as direct engagement with the implementation and reform pertaining to each state. This is best done by key experts and people of influence and power in each state.

There also is a need for national leadership and coordination of these efforts. The National Geography Alliance, for example, serves as a stimulus for state efforts, providing resource materials, suggesting strategies and providing expert help as needed or requested. It also provides a forum for sharing ideas and experiences among the state alliances.

Sample Goals

The educational goals of state alliances need to be defined locally for each state. The following are a few key goals that reflect the recommendations of this report.

• All students should have strong learning experiences in Earth and space science education at elementary, middle- and high-school levels
• Students should experience Earth and space science education as a process of inquiry, exploration and discovery.
• Earth as a system should be a dominant paradigm and organizing principle, especially at middle and high school levels.
• Students should regularly use visualization technology and the Internet to better understand core concepts and to support inquiry-based learning.
• Special efforts should support increased involvement of minority, disadvantaged and under-represented students in Earth and space science education.
• A broad array of professional development experiences should help teachers develop skills to implement these reforms.
• Assessment of student learning should be rigorous and directly aligned with the student learning goals listed above.

Sample Membership in Alliances

Each alliance should have a balance of membership including:

• teachers
• administrators
• state department of education
• scientists
• businesses
• colleges and universities (two and four year)
• parents
• professional scientific and educational societies
• museums, planetaria, and other venues for informal education
• and government agencies such as NASA, the United States Geological Survey (USGS), etc.

In all cases, the emphasis is on people involved (better yet, passionate about) Earth and space science education. For example, teacher representatives might be leaders in the state's Earth and space science teacher association. Business representatives might be from the aerospace industry, agriculture or land resource management. Scientists might come from area universities or from science research institutions. Government agencies such as NASA and USGS have strong interests in education and public outreach, and their participation can support reform with a wealth of resource materials.

The alliance might include representatives from other fields of science education, like physics, biology or chemistry or even allied fields such as math and geography.

Sample Domains of Reform

We recommend that each state's alliance should make progress in the following domains.

Coalition Building - The alliance should engage the larger communities in Earth and space science education reform, such as universities, museums, businesses and government agencies. The broader the support, the more likely the change.

Curriculum Reform - The state framework for Earth and space science education should be reviewed to ensure that it clearly defines learning goals at the elementary, middle- and high-school levels. We recommend an increased focus on inquiry-based learning, Earth as a system and use of visualization technologies. These goals are in line with the National Science Education Standards.

Assessment Reform - With the increased emphasis on annual high-stakes testing, assessment tools must mirror the learning goals. There is often a mismatch between curriculum goals emphasizing inquiry-based learning and standardized tests that focus only on memorized facts.

Professional Development - Teacher preparation and professional development are vital for reform. A state's alliance might find ways to infuse Earth and space science education into existing professional development initiatives.

Expanded Use of Technology - States might promote Earth and space science as a cutting-edge exemplar, demonstrating the power of the Internet and visualization technology to support student learning.

Recommended Materials - All states should include the new elements of Earth and space science education (such as Earth as a system and visualization technologies) as essential criteria.

Initiatives for Under-represented Populations - Special initiatives can support increased participation of minority, disadvantaged, female and other under-represented populations. For example, a state might develop learning activities that show the connections between Earth and space science and local urban environments.

Parent Involvement - Earth and space science offers wonderful opportunities to engage parents in learning and exploration. A state's alliance might develop vignettes demonstrating how parents can help their children observe and explore their environment, connecting to central themes in Earth and space science.

Informal Science Education - Museums, aquaria, planetaria and other centers for out-of-school learning provide a wealth of opportunities for children and adults to experience Earth and space science. A state alliance might align a museum's exhibits with Earth and space science education reform, such as featuring visualization technology akin to what students will experience in schools.

Funding - Each state's alliance can help identify, tap into and, in some cases, increase funding for Earth and space science education. For example, alliance members might encourage local foundations to support reform efforts in Earth and space science education, such as new technologies for schools or developing urban-focused materials.

Grand Challenge

To provide a clear and galvanizing focus, each state's alliance should also take on a "grand challenge" that integrates these domains. Each state, for example, might develop an education guide to local and regional water issues. Colorado might focus on the Rocky Mountains, California might deal with coasts, Florida with reefs, Nebraska with groundwater and Arizona with deserts. Each state would identify existing issues and resources, and then develop sample case studies and inquiry-based investigations for water in the Earth system. Such materials could exemplify new approaches to Earth and space science education and help schools implement reform. States can share their resources with each other, creating a wealth of exemplary topics and inquiry-based learning activities-all working towards the larger goal of Earth and space science education reform.