Foreign

Current Scenario of Science

Educationhttp://www.indiaeducation.net/Science/Current-
Scenario.aspx
Schooling of a child in India usually starts at the age of 3-4. All
states follow a uniform academic system i.e. the 10+2 system
or higher secondary. The curricula are either developed by the
respective state boards/councils or by the national boards like
the Central Board of secondary education (CBSE) or by Council
for the Indian School Certificate Examinations (CISCE). All
curricula are not the same; however, the basic knowledge of
Science, including Physics, Chemistry, Biology and
Mathematics is compulsory for every student till 10th grade.

After class 10th, a student may choose any of the available

streams. In class 11th and 12th, those who take science, learn
the basics of Applied Physics, Applied Chemistry, Plant and
Animal Biology and/or Higher Math. After completion of Class
12, one can either take the conventional way i.e. do courses
such as B.Sc and MSc or can opt for a professional career such
as B.Tech and MBBS.
Looking at the quality and scope of Science education in India,
the non uniformity in the system is quite visible. This may be
due to various causes. One major cause is the socio-economic
difference between rural and urban India. However, the state
as well the union governments are in a constant endeavor to
fill this gap up and to provide every citizen of the country
quality as well as affordable education.

Higher education, particularly in science discipline is offered

by universities and colleges located in various parts of the
country. Majority of universities in India train a large number
of graduate students. Due to issues like infrastructure, proper
quality control of faculty, a majority of the students find it
difficult to fine-tune themselves with the complexities of
science education at this level. Weak understanding of the
concepts results in Incompetence. The curriculum is robust in
structure – but is very difficult in implementation. To
overcome this situation, the government has been
implementing various recommendations made by HRD
Ministry and other organization like National Knowledge
Commission.

Similarly, research activities in Science discipline have not yet

gained much distinction. The government has established
several research centers all over the country for carrying out
research activities in a particular field. Also, universities
through out the country have been assigned with various
projects to perform research work.

Creating enthusiasm among students to learn science is the

most widespread activity in India being carried out at present.
The government is popularizing the discipline by means of
popular science articles, organizing lectures, through various
scholarship schemes and through the establishment of science
centers etc. Efforts in this direction have come from both
individuals and from institutions. There are several
organizations and institutions both public and private trying to
change the scene of science education in India.

Attitudes and values of a good scientist?

http://wiki.answers.com/Q/Attitudes_and_values_of_a_good
_scientist
Some attitudes and values of a good scientist include:
1) Objectivity: not introducing personal feelings into one's
analysis

2) Inquisitiveness/Curiosity: wanting to find

answers/explanations

3) Openness: willing to consider many different possibilities,

thinking out of the box

4) Creativity: thinking up novel approaches to solving

problems

5) Thoroughness: analyzing problems with every contingency

covered

6) Integrity/ Honesty: reporting findings truthfully

7) Industriousness: willing to do the hard work

8) Attention to Detail: executing procedures carefully and
accurately

9) Intelligence: having expertise in the area being studied

10) Cooperation: ease at working with others on a team

What is the scientific attitude and what attitudes and
characteristics define a good scientist?
http://wiki.answers.com/Q/
What_is_the_scientific_attitude_and_what_attitudes_and_ch
aracteristics_define_a_good_scientist
A good scientist should possess the following qualities:

1. A scientist must be curious about the world

Example: Galileo Galileo's curiosity about the heavenly bodies

made him the first person to use a telescope to study the
moon, the sun, the planets and the stars.
2. A scientist is logical and systematic

Example: Among the reasons why Gregor Mendel discovered

the principles of heredity when others have failed was his
logical experimental methods and his careful and accurate
record keeping.

3. A scientist is open-minded and free of bias

Example: An open-minded person is one who can modify

plans or discard hypotheses if necessary. One such person was
Johannes Kepler who was hired to develop evidence that
planets moved along perfect circles.

4. A scientist is intellectually honest

Example: Isaac Newton built his laws of motion on the

previous work of Galileo and others.

5. A scientist works hard and is persistent

Example: Marie Curie was the first person ever to be awarded
the Nobel Prize twice. It was not surprising considering how
hard she worked.

6. A scientist does not jump to conclusions

Example: John Dalton's atomic theory was backed by

experimental evidence. He was not the first to propose that
the atom was the smallest particle of matter, but he was the
first to use experimental evidence to support his theory.

7. A scientist is a creative and critical thinker

Example: Albert Einstein was able to derive his theory of

relativity because he went beyond what was given and known
at that time. He saw links and connections where others did
not. He looked at things from different perspectives.

8. A scientist is rational
9. A scientist is willing to suspend judgment until he is sure of
his results

10. A scientist tries new approaches to arrive at solutions

Scientific Attitudes that are Qualities of Scientists

http://jessicawebber.hubpages.com/hub/Scientific-Attitudes-that-are-Qualities-of-Scientists

What attitudes do scientists manifest when engaged in an inquiry or investigation? Below are list of
scientific attitudes that are qualities of scientists:

Beliefs. A scientist believes that everything that happens in this world has a cause or reason.

Curiosity. A scientist shows interest and pays particular attentions to objects or events. He asks
questions and seeks answers.

Objectivity. A scientist is objective if he does not allow his feelings and biases to influence his
recording of observations, interpretation of data, and formulation of conclusions.

Critical-mindedness. A scientist bases suggestions and conclusions on evidences. When in doubt, he

questions the veracity of a statement in relation to the evidences presented.

Open-mindedness. A scientist listens to and respects the ideas of others. He accepts criticism and
changes his mind if reliable evidence contrdicts his believes.

Inventiveness. A scientist can generate new and original ideas.

Risk-taking. A scientist expresses his opinions and tries new ideas even at the risk of failure or
criticism.

Intellectual honesty. A scientist gives a truthful report of observations. He does not withhold
important information just to please himself or others.
 Humility. A scientist is humble when he admits that he is not free from commiting errors. He
recognizes that there may be better ideas and realizes that there are individuals whom he may have
to consult to arrive at correct observations and conclusions.

Responsibility. A scientist actively participates in a task and also dutifully performs tasks assigned to
him.

Intellectual Development Issues in Middle School

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By S.D. Powellhttp://www.education.com/reference/article/intellectual-development-middle-school/

Pearson Allyn Bacon Prentice Hall

We should be aware of the varied manifestations of intellectual development in the classroom and of
the issues they present to the teacher. This awareness leads us to seek ways we can assist in this
important growth process.

Issue #1- The attention span of middle level students may not be as great as it was in late elementary
school or will be in high school

This issue has profound implications for instruction. Expecting a middle level student to sit through a
20-minute lecture, much less a 45-minute one, and gain a great deal of knowledge is ludicrous. We
may be able to entertain students for that length of time, but their attention will wander and learning
will be hit or miss at best. In Chapters 7 and 8, we will explore instructional strategies intended to
hold attention for appropriate lengths of time. Breaking up blocks of time into manageable segments
is a technique that should be mastered by middle level teachers.

Issue #2- Middle level students often have very vivid imaginations which can be linked to concepts as
abstract thinking develops
The imaginations of children provide one of the greatest sources of pleasure afforded to humans.
When this imagination can be purposefully channeled into learning experiences, the combination
conjures up creativity that has not been possible before. Students are now capable of problem solving
in creative ways that lead to their own discoveries. Encouraging students to use their imaginations
and creativity to discover nuances and possibilities rather than simply to be fed information, helps
them to take advantage of this imagination-meets-abstract-thinking stage of life.

Issue #3- Because intellectual development is so variable among middle level students, a group of 25
seventh graders may represent a whole spectrum of levels of development

This is one of the biggest challenges of middle level education. The question is, “How do we facilitate
the learning of a prescribed curriculum, that is, state and national standards, in a classroom filled with
students who are at very different places in development?” As teachers, we must be observers,
constantly monitoring what’s working and what isn’t, and for which students at which times. One size
does not fit all!

Issue #4- As the shift from concrete to abstract thinking is ongoing, it is possible to lose opportunities
to challenge middle level students

Observation is the key to this issue as we adjust and readjust our presentations, activities, and
assignments to keep up with changes in development. We must watch closely and listen carefully to
our students. Kellough and Kellough (1999) present a list of capacities gained through the shift into
abstract thinking. Among them are:

Ability to project into the future, to expect, and to formulate goals

Analysis of the power of political ideology

Consideration of ideas contrary to fact

Insight into the sources of previously unquestioned attitudes, behaviors, and values

Reasoning with hypotheses involving two or more variables (p. 38)

We need to vary our instructional approaches to make the most of these possibilities.

Issue #5- Physical development and intellectual development happen concurrently

Active learning should take precedence over passive learning. Let’s get middle level students up and
moving. They have a need to experience learning—to move, to touch, to manipulate, to search for
meaning and understanding. The concept of inquiry, or discovery, learning should pervade what we
do in the classroom.

Issue #6- A major shift in the intellectual development of middle level students is their newly acquired
ability to think about their own thinking, or to experience metacognition

We “miss the boat” when it comes to helping students take charge of their own learning by failing to
ask them to reflect on their learning processes. Knowles and Brown (2000) tell us that the emerging
possibilities to think about thinking may be a source of frustration for students. They may become
confused about their ability to be reflective. We can help them explore how their thinking takes place
and what happens inside and outside the classroom that increases comprehension and makes
learning specific skills easier and faster.

Issue #7- Middle level students begin to understand what is meaningful and useful, with application to
their lives

This intellectual development has major implications for what we teach, or the curriculum. Framing
our lessons in the context of real life makes learning a more natural process of satisfying intellectual
curiosity that arises from this sense of purpose and usefulness.

Heather R. Theijsmeijer

CASCA Education Coordinator

Email: cascaed@astro.utoronto.ca

http://www.cascaeducation.ca/files/proAstro_payattention.html

It seems as though every new generation of teachers is shocked to see how “poorly” the current
generation of students pays attention. Whether it is taking the time to read instructions carefully, or
even just sit and listen to a talk without fidgeting or dozing, many teachers quickly become
exasperated with their students in class. Is this truly becoming more and more of a problem with the
younger students? Have students genuinely changed their learning habits over time? Or are we just
remembering our learning habits through rose-coloured glasses??

Certainly, by taking a look at how current educational television shows are geared toward younger
students, we can get a glimpse into how the younger generation learns. Take Bill Nye: “The Science
Guy,” for example. Personally, I find Bill Nye episodes hard to follow – quick cuts to different scenes,
bright colours, yelling, many different characters, crazy camera angles and loud sound effects all tend
to leave me with a headache.

However my high-school aged students love the show. It holds their attention, and repeats material in
so many different ways (and at different volumes!) that they can easily absorb the content throughout
the entire show. My chalk-and-talk lessons don’t seem to engage them nearly so much.

The immediate conclusion one might jump to, is that the current generation of students have shorter
attention spans, particularly when it comes to visual or oral learning. Current post-secondary students
have grown up having everything at their fingertips, thanks primarily to the pervasiveness of the
Internet. An answer (though not necessarily the correct one) can be found to nearly any imaginable
question within 30 seconds of typing a few choice words into a search engine. Students are not used
to waiting for answers, be they answers which are eventually provided for them, or answers they
need to discover themselves.

While the fact that student learning patterns are changing may be an easy argument for some, even
before the age of the Internet, many adult learners have been known to have shorter attention spans
than recognized by teachers. Studies have been done which show that the average adult attention
span is only 15-20 minutes long. Considering that a typical lecture is 3-4 times this length, and
regardless of the conditions in which our students grew up, no wonder many doze off or lose interest
part way through a lesson!

It would seem we all need a little bit of Bill Nye-like stimulus in order to keep our students engaged
and interested in our material. Apart from jumping up and down on the front lecture bench and
yelling, however, there are a number of techniques you can use to hold the attention of your students
throughout the class, particularly taking advantage of this 15-minute attention span.
 • Break up your lecture into 15-20 minute mini-lectures, separated by either something active for
your students to do (trying an example on their own, or reviewing a concept with the student beside
them), OR by something completely different and off-topic (see below). These breaks only need to be
2-5 minutes long, in order to refresh the attention span before going back to the lecture topic.

• Most students recall the most information from the first 5 minutes of the lecture. Introduce your
talk with the most important information, and then come back to those points throughout the talk.
Repetition is an excellent way to reinforce concepts.

• When problem solving, use a scaffolded approach. Instead of asking students to simply come up
with the answer, instruct them how to proceed with each step (determine this, then determine that,
which will allow you to calculate this…). Throughout the lesson you can remove parts of the “scaffold”
to help them become more independent once they know the correct method.

• Throw something completely random into your presentation: a joke, cartoon, video, newspaper
article, photo, “Did You Know,” etc. It does not have to be related to your material! This activates
their brain in a different way and helps them re-start their attention span.
 • Present material in a variety of ways and repeat material using those different ways in a lecture –
visual, oral, demonstration, video, clickers, etc. Get them to use different parts of their brain
throughout the talk.

• Part way through the talk (ideally at around 20 minutes), review what has been discussed so far,
perhaps by using one of the above approaches. This reinforces what has been learned as well as gets
the students ready for a new attention span.

• Add a little variety to your lessons by not following the same outline every day. For example,
don’t show a picture of your dog every day, 45 minutes into the lecture. Change the order of things to
keep your lectures fresh.

Addressing the concept of shorter attention spans in your lectures will help both the Internet-
dependent generation, as well as the average adult learners in your courses, including giving talks to
peers at colloquia or conferences.

Local

DepEd boosts science education

By Rainier Allan Ronda (The Philippine Star) Updated September 24, 2011 12:00 AM Comments (0) View
comments

http://www.philstar.com/Article.aspx?articleId=730351&publicationSubCategoryId=63

MANILA, Philippines - The Department of Education (DepEd) has acquired some P330-million worth of
science equipment, instruments and learning tools that will be distributed to public high schools in a bid
to improve the quality of science education for public school children.

At the same time, the agency has also allocated a P115-million financial assistance fund for the country’s
276 recognized Special Education (SPED) Centers to enable these schools to deliver quality educational
services to children with special learning needs.
Education Secretary Armin Luistro said the equipment and instruments are to be sent to 435 public high
schools nationwide to improve the students’ learning and appreciation of science concepts and
applications.

Luistro said that aside from the procurement, DepEd through its National Science Teaching and
Instrumentation Center (NSTIC) will hold a national consultative conference on the use of science
equipment in Cebu City to prepare teachers to properly handle and maintain the equipment.

He said the NSTIC, together with regional science supervisors and Bureau of Secondary Education (BSE)
representatives, will review and finalize the experiment and repair and maintenance manuals which will
be used for the subsequent regional training workshops in October that would cover the country’s 17
regions.

NSTIC and its regional trainors will train one teacher per science subject area in Integrated Science,
Biology, Chemistry and Physics in each recipient school.

Luistro said a stronger science and technology curriculum in basic education was part of the 10-point
education agenda of President Aquino aimed at producing graduates who are geared towards a science
and technology-driven economy.

DepEd had earlier boasted that it has added 100 new special science elementary schools this year,
bringing to 200 the total number of elementary schools offering a specialized curriculum focused on the
sciences.

What is RSHS?

http://www.bse.ph/index.php/component/content/article/34-mandate/160-rshs.html

The Regional Science High School (RSHS) Program consists of a network of 17 schools in the
country which offer a science-oriented curriculum that caters to students with aptitude in the
sciences.The program is aimed at the development of a science culture among the students with the
view to preparing them for careers in the sciences.
// Vision

A regional center of excellence on science and mathematics education at the secondary level that
shall develop potential leaders in science and related field.

// Mission

Development of responsible and morally upright science oriented leaders through relevant and
globally competitive science and mathematics education program.

// Nature of RHSS

Special school for the intellectually gifted and science inclined students in the region.

// Curriculum

CurriculumCore Curriculum (Regular H.S) and Curricula of English, Science and Mathematics shall
be enriched by additional subjects and electives prescribed in DepEd Order no. 49, s. 2003.

// Curriculum Time and Total Unit Credits / Year Level

First Year

Second Year
Time

Unit/Credit

Time

Unit/Credit

2,220

min/week

11.1

2,220

min/week

11.1

(7.4
hours/day)

(7.4

hours/day)

Third Year

Fourth Year

Time

Unit/Credit
Time

Unit/Credit

2,340

min/week

11.7

2,340

min/week

11.7

(7.8

hours/day)
(7.8

hours/day)

// School Site

Separate site titled under the name of the school or donated in favor of the Department of
Education with a lot area of at least one (1) hectare

// Budget

Each RSHS received budget for salaries of staff and personnel including capital outlay for
infrastructure and subsidy for maintenance and other operating expenses. An additional subsidy is given
to all RSHSs.

// Implementation

There shall be only one (1) RSHS in every region. The seventeen (17) RSHSs in the country shall
implement DepEd Order No. 49, s. 2003 and shall meet the standard contained therein.

// Supervision
 Generally supervised by the Secretary of the Department of Education through the Bureau of
Secondary Education in matters concerning curriculum policies and standards Managed by School
Principal in coordination with DepEd Regional and Division Offices.

// Number of Class/Class Size

Minimum of two (2) classes and a maximum of six (6) classes for each year level. Minimum of
twenty five (25) and a maximum of forty (40) students per class for better instruction and improved
laboratory work. .Managed by School Principal in coordination with DepEd Regional and Division Offices

// Selection and Admission/Retention

Students who belong to upper 10% of the Grade VI graduating class, recommended by their
respective principals are qualified to take the entrance exam

Student–applicant will undergo selection in three (3) stages

* Mental and Aptitude Test - 40% of

the first stage examinees

* Proficiency Test - 75% of the examinees

* Interview

// Retention

Final grade of 85% in English, Science and Mathematics and a final grade of 83% in all other
learning areas, without grades lower than 80% in all subjects.

// Probation
 Only (1) year probationary period to incoming second year and third year students

// Transfer

Lateral transfer to other RSHSs and regular high schools

// Grading System

Four (4) grading periods Numerical system of grading and in multiples of one Final grade of 85% in
English, Science and Mathematics and a final grade of 83% in all other learning areas, without grades
lower than 80% in all subjects.

// Regional Science High Schools

Regional Science High School for Region I Ma. Cristina St., Bangar, La Union

Regional Science High School for Region II Tumauini, Isabela

Regional Science High School for Region III East Kalayaan, SBMA Cpd., Olongapo City

Cavite National Science High Sch. for Reg. IVA Garlita B., Maragondon, Cavite

Bansud National High School for Region IVB Bansud, Oriental Mindoro

Bicol Regional Science High School for Region V Tuburan, Ligao City

Regional Science High School for Region VI Old Buswang, Kalibo, Aklan

RTPM Dumaguete Science High Sch. for Reg. VII Jaro, Dumaguete City

Eastern Visayas Regional Science HS for Reg.VIII Catbalogan, Samar

Regional Science High School for Region IX San Roque, Zamboanga CityGusa

Regional Science High School for Reg. X Gusa, Cagayan de Oro City
 Gov. Leopoldo Mem. Science High Sch. for Reg. XI Gov’t Center, Davao Oriental

Alabel National Science High School for Reg. XII, Alabel

SaranganiRegional Science High School for CARAGA San Juan, Surigao City

Quezon City Science High School for NCR Misamis St., Bago Bantay, Quezon City

Cordillera Regional Science High Sch. for CAR Wangal, La Trinidad, Benguet

Amir Bara Lidasan National High School for ARMM Sarmiento, Parang, Maguindanao

// Program Guide

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Gender and Academic Achievement

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By M.J. Zembar|L.B. Blume

Pearson Allyn Bacon Prentice Hall

Regional Science High School for Region

VIhttp://en.wikipedia.org/wiki/Regional_Science_High_School_for_Region_VI

Regional Science High School for Region VI

Established 1980

Type Public

Affiliation Department of Science and Technology, Republic of the Philippines

Campus Director Mrs. Merlyn S. Carrillo

Founder Dr. Constancio Constantino

Location Old Buswang,

Kalibo, Aklan, Philippines

The Regional Science High School for Region VI (formerly Aklan Development High School (AHDS) /
Science Development High School of Aklan (SDHSA) / Science Development National High School
(SDNHS) ) is a public secondary science school supervised by the Department of Education. It is located
in Old Buswang, Kalibo, Aklan, Philippines.

Adhering to the belief that education is the best investment for the future generations, Dr. Constancio I.
Constantino, then Chairman, Committee on Education and Culture of the Sangguniang Panlalawigan of
the Province of Aklan sometime in 1979 conceived the idea of establishing a unique provincial high
school for the intellectually gifted and science-mathematics oriented youth of the province. Supportive
to the novel idea, former Governor Roberto Q. Garcia issued an Executive Order creating a steering
committee to study and work for the establishment of the provincial high school. The Sangguniang
Panlalawigan, during the 45th regular session approved Resolution No.178, s. 1979 on December 7,
1979 which authorized the establishment of Aklan Development High School (ADHS).

The ADHS is modeled after the Manila Science High School which offers Special Science Secondary
Education Curriculum with selective admission and retention requirements for students.

The authority to operate the first year class was endorsed by School Division Superintendent Joaquin
Tesoro and was approved by Minister Onofre D. Corpus on March 11, 1980. The first year class consisted
of 37 scholars who were selected based on a competitive admission test administered by the Science
Foundation of the Philippines Center No.6. The Class was formally opened by the MEC Regional Director
Antonio B. Tanchuan on June 9, 1980 for the school year 1980-81 and temporarily housed at the Bagong
Lipunan Building of the Kalibo Pilot Elementary School. The second, third and fourth years were
progressively organized every succeeding year thereafter. The school was transferred to its temporary
site at the Provincial Capitol compound in the school year 1981-82.

In school year 1982-83, a resolution requested a change from the name Aklan Development High School
to Science Development High School of Aklan (SDHSA) to make it more suggestive of its Special Science
Secondary Education Curriculum. Approval of the change of name was signed by MEC Minister Onofre
D. Corpus on December 23, 1982.

On June 21, 1991, the Sangguniang Panlalawigan approved a resolution donating a portion of one
hectare of the real property acquired by the Provincial Government from the Development Bank of the
Philippines to the SDHSA and authorizing the Provincial Governor to execute the Deed of Donation. The
Deed of Donation was made and entered into by and between the Provincial Government of Aklan
represented by Governor Corazon L. Cabagnot and the Department of Education, Culture and Sports-
Science Development National High School of Aklan represented by the Assistant Schools Division
Superintendent, Officer-in-charge, Division of Aklan, Mr. Crescente S. Alabado on July 11, 1991. The
newly acquired school site is located in Barangay Old Buswang, Kalibo, Aklan.

The P3.2 Million DECS-SEDP consists of an administration office, four academic classrooms, library,
laboratory and home economics room.

The new school site was inaugurated on October 4, 1993 in Barangay Old Buswang, Kalibo, Aklan. SDHSA
was then changed to Science Development National High School (SDNHS) due to the order of the
Department of Education, Culture and Sports that all barangay high schools should be named as national
high schools.

A permanent extension classroom and guard house (through the effort of PTCA) were built in 1994-
1995. Two more classrooms were constructed in 1995 and a fence was built a year after, also through
the efforts of the PTCA. Because of the growing population of the SDNHS, makeshift classrooms made of
nipa and bamboo were built, four in 1994 and two in 1995, through the efforts of parents.
Gradually, classrooms made of light materials were demolished to give way to more permanent
structures. In 1996, a science laboratory was constructed and each year thereafter, classrooms were
built under the DECS Regular School Building Program. In March 1997, four classrooms funded out of the
CDF of Senator Edgardo Angara was built.

The school was converted into a Regional Science High School in 1999. With this conversion, the school
will now cater to the needs of boys who are scientifically and mathematically inclined, not just in the
province of Aklan but also throughout Region VI. [1][dead link]

Background

Faculty and administration

From its establishment, the institution has had Dr. Concepcion P. Constantino as its principal, until July
2009 when she was replaced by Mrs. Merlyn S. Carrillo. The school has produced two Metrobank
Foundation Inc. Outstanding Teachers up to date: Mr. Dioso Torre (1993) and Mrs. Ruby Agnes Estrada.

School Publications

The Scholar's Gazette - official student publication in English

Ang Pahayagang Iskolar - official student publication in Filipino

Both have earned regional and national recognitions. Its pool of writers have earned awards from the
Philippine Information Agency, and the Regional and National Schools Press Conference.

Class Sections

First Year (Grade VII)

I-Pythagoras

I-Diophantus

I-Gauss

I-Mendeleeve
 I-Euler

Second Year

II-Einstein

II-Archimedes

II-Edison

II-Curie

II-Napier

Third Year

III-Euclid

III-Lavoisier

III-Pascal

III-Descartes

III-Fermat

Fourth Year

IV-Newton

IV-Bernoullie

IV-Galileo

IV-Charles

IV-Boyle
IRYN WORKSHEET- October 18

Gender and academic achievement

http://www.education.com/reference/article/gender-academic-achievement/

Although there were no differences between boys and girls in fourth grade on mathematics, boys
began to perform better than girls on science tests in fourth grade (International Association for the
Evaluation of Education Achievement, n.d.).

Most studies show that, on average, girls do better in school than boys. Girls get higher grades and
complete high school at a higher rate compared to boys (Jacobs, 2002). Standardized achievement tests
also show that females are better at spelling and perform better on tests of literacy, writing, and general
knowledge (National Center for Education Statistics, 2003). An international aptitude test administered
to fourth graders in 35 countries, for example, showed that females outscored males on reading literacy
in every country. Girls continue to exhibit higher verbal ability throughout high school, but they begin to
lose ground to boys after fourth grade on tests of both mathematical and science ability. These gender
differences in math and science achievement have implications for girls’ future careers and have been a
source of concern for educators everywhere.