Science Education in the News: "Schools Cut Back Subjects to Push Reading and Math" Reports New York Times

A March 26 New York Times article reports that a survey to be released later this week on narrowing the curriculum finds that since No Child Left Behind was passed in 2001, 71% of the nation’s 15,000 school districts have reduced the hours of instructional time in history, science, music, and other subjects to open up more time for reading and math. “The intense focus on the two basic skills is a sea change in American instructional practice, with many schools that once offered rich curriculums now systematically trimming courses like social studies, science and art,” writes reporter Sam Dillon. The article reports the many ways district administrators are attempting to shore up their math and reading instruction, often barring students from taking anything but these subjects. To read the entire article, visit http://www.nytimes.com/2006/03/26/education/26child.html?_r=1&oref=slogin.

A New York Times editorial by Thomas Friedman titled “Worried About India's and China's Booms? So Are They” finds that one of the most frequent debates in most countries focuses on education and the common premise that they are falling behind. From the U.S. and Great Britain to India and China, every country is struggling with its own set of challenges. Friedman points to a “global convergence in education” that will spur growth and innovation. The challenge, he states, is for countries to find the right balance between creativity and rigor. Subscribers of the New York Times Select service can read the entire article at http://select.nytimes.com/2006/03/24/opinion/24friedman.html?th&emc=th. For others, read a synopsis at http://science.nsta.org/nstaexpress/nstaexpress_2006_03_27_synopsis.htm.Science Education in the News: "Schools Cut Back Subjects to Push Reading and Math" Reports New York Times

A March 26 New York Times article reports that a survey to be released later this week on narrowing the curriculum finds that since No Child Left Behind was passed in 2001, 71% of the nation’s 15,000 school districts have reduced the hours of instructional time in history, science, music, and other subjects to open up more time for reading and math. “The intense focus on the two basic skills is a sea change in American instructional practice, with many schools that once offered rich curriculums now systematically trimming courses like social studies, science and art,” writes reporter Sam Dillon. The article reports the many ways district administrators are attempting to shore up their math and reading instruction, often barring students from taking anything but these subjects. To read the entire article, visit http://www.nytimes.com/2006/03/26/education/26child.html?_r=1&oref=slogin.

A New York Times editorial by Thomas Friedman titled “Worried About India's and China's Booms? So Are They” finds that one of the most frequent debates in most countries focuses on education and the common premise that they are falling behind. From the U.S. and Great Britain to India and China, every country is struggling with its own set of challenges. Friedman points to a “global convergence in education” that will spur growth and innovation. The challenge, he states, is for countries to find the right balance between creativity and rigor. Subscribers of the New York Times Select service can read the entire article at http://select.nytimes.com/2006/03/24/opinion/24friedman.html?th&emc=th. For others, read a synopsis at http://science.nsta.org/nstaexpress/nstaexpress_2006_03_27_synopsis.htm.