How are critical thinking and communications skills, which are fundamental to student success in today’s global economy, addressed in the Next Generation Science Standards?

It is important to understand that the scientific practices in the Next Generation Science Standards (NGSS), as defined by the National Research Council (NRC), include the critical thinking and communication skills that students need for postsecondary success and citizenship in a world fueled by innovations in science and technology. These science practices encompass the habits and skills that scientists and engineers use day in and day out. In the NGSS these practices are wedded to content. In other words, content and practice are intertwined in the standards, just as they are in the NRC Framework and in today’s workplace.

How do the standards take into account current research in cognitive science?

Research on how students learn science effectively has been a long-term interest of the National Research Council, which published How People Learn, How Students Learn, Taking Science to School, and Education for Life and Work.  Findings in cognitive science permeate the Framework for K-12 Science Education and were central to the development of the Next Generation Science Standards (NGSS).

Did the federal government sponsor development of the Next Generation Science Standards?

No. The federal government was not involved in the effort to develop the Next Generation Science Standards (NGSS). It was state-led, and states are deciding whether or not to adopt the NGSS. The work undertaken by both the National Research Council (NRC) and Achieve has been supported by the Carnegie Corporation of New York.  No federal funds were used to develop the standards.

Are the standards internationally benchmarked?           

Yes. Achieve undertook a study of 10 countries’ standards to determine their overall emphases on the expectations they have for all students (grade spans 1–6 and 7–10), as well as emphases on Biology, Chemistry, Physics and Earth/Space courses in upper secondary. The comparison countries were generally those whose students performed well on the Programme for International Student Assessment (PISA) or the Trends in International Math and Science Study (TIMSS): Ontario Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore and South Korea. Achieve’s study consisted of two parts: a quantitative analysis of the knowledge and performances included in each country’s standards; and  a qualitative in-depth review of five of the ten countries that offered the most guidance for constructing useful and meaningful standards.  

The quantitative analysis enabled Achieve to detect patterns of emphases on major categories of knowledge and performances. Major findings for grade span 1-10 revealed that prior to having students take discipline-specific courses, seven of 10 countries require general science for all students through grade 10. Among discipline-specific courses, Physical science (chemistry and physics taken together) receives the most attention, Biology receives somewhat less attention, and Earth/space science much less. Crosscutting concepts, such as the nature of science and engineering, and the interactions of science, technology and society, and environmental sustainability also receive significant attention.

Achieve's qualitative analysis revealed exemplary features that were incorporated in the Next Generation Science Standards (NGSS). These features include: the use of an overarching conceptual framework; clarification statements to provide examples that clarify the level of rigor expected and connect concepts with applications; concrete links between standards and assessments; and development of inquiry and design processes in parallel to facilitate students engaging in both science and engineering practices. (Additional information regarding the study can be found at www.achieve.org.)

Who was involved in the development of the Next Generation Science Standards?

The development of the Next Generation Science Standards (NGSS) was a state-led effort. In addition to states, the National Research Council (NRC), the National Science Teachers Association (NSTA), the American Association for the Advancement of Science (AAAS), and other critical partners were active in the development and review of the NGSS and will continue to provide significant support to states as they consider adoption and implementation of the standards. Writing and review teams consisted of K–12 teachers, state science and policy staff, higher education faculty, scientists, engineers, cognitive scientists, and business leaders. Achieve managed the development process on behalf of the lead states.

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Was there an opportunity for the general public to submit feedback on the standards during the development process?

Yes. The Next Generation Science Standards (NGSS) had two public web-based feedback periods prior to the finalization of the standards, during which over 200,000 unique visitors viewed the standards. In addition to the public feedback, state leaders, teachers, scientific and educator organizations, higher education faculty, scientists and business community members reviewed drafts at specific intervals.

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When were the Next Generation Science Standards completed?

The Next Generation Science Standards (NGSS) writing process began in the summer of 2011, and the final version of the NGSS was released in April 2013.