Science education and test-based accountability: Reviewing their relationship and exploring implications for future policy

• Published in: Science education (Salem, Mass.) Mass.), 2012-01, Vol.96 (1), p.104-129
• Main Author: Anderson, Kevin J.B.
• Format: Article
• Language: English
• Subjects: Academic Standards; Accountability; Education policy; Educational Change; Educational evaluation; Educational History; Educational Improvement; Educational Indicators; Educational Policy; Educational Testing; Elementary Secondary Education; Elementary Secondary Education Act; English Language Learners; Evaluation Criteria; Federal Legislation; Federal Programs; High Stakes Tests; Learning; Literature Reviews; Measurement; National Assessment of Educational Progress; No Child Left Behind Act 2001; Policy Analysis; Problems; Program for International Student Assessment; Race to the Top; Research Needs; Research Reports; Science Education; Science Instruction; Science teachers; Synthesis
• ISSN: 0036-8326; 1098-237X
• DOI: 10.1002/sce.20464

Assuming that quality science education plays a role in economic growth within a country, it becomes important to understand how education policy might influence science education teaching and learning. This integrative research review draws on Cooper's methodology (Cooper, 1982; Cooper & Hedges, 2009) to synthesize empirical findings on the relationship between science education and test‐based accountability policies. Current accountability policy, particularly at the federal level, is intended to influence educators to more fully consider the needs of all students; however, research suggests that, under these policies, many research‐based reform efforts in science become sidetracked, teacher practice becomes more fact based, science is taught less, teachers become less satisfied, and many students' needs are not met. Therefore, a clear understanding of educators' perceptions of the impacts of current test‐based accountability policies should guide the development and implementation of the next generation of national science standards and subsequent large‐scale assessments. By also delineating the limitations of the research into the perceived connections between test‐based accountability and science education, this synthesis reveals further research to be done. Finally, this paper details what the reviewed research suggests for improvements to K‐12 science education accountability policies. © 2011 Wiley Periodicals, Inc. Sci Ed 96:104–129, 2012