Science Beyond the Classroom: Critical to Louisiana’s Future This brief argues that high-quality science learning, both inside and outside the traditional classroom, is critical to young people’s success. Louisiana’s educators can draw on many resources to provide rigorous, interdisciplinary, hands-on science learning in schools, community centers, parks, and other venues. This brief will explore how to expand these opportunities for all students by highlighting great science practices throughout the region. The economy and workplace of the 21st century demand that students leave school prepared for jobs that involve science, technology, engineering and mathematics (STEM). Today, a science-literate workforce is a critical indicator of whether a state or region can compete in a global marketplace. STEM enterprises hold tremendous potential for high-growth, well-paying jobs. For Louisiana to develop a science-literate workforce to match employers’ needs in energy, flood control, and technology, it should deliver high-quality science learning experiences both in and out of the classroom. Expanded learning opportunities—before-school, after-school, weekend and summer programs—are prime venues for science learning from pre-school to high school. These programs have freedom to offer a variety of engaging activities that boost interest in science, whereas classroom teachers are typically tied to the state curriculum. These programs typically offer a range of youth development, academic, college and career readiness, social and recreational activities that support well-rounded learning and development. This report highlights programs ranging from a high school science fair, to an outdoor club, to a robotics team and a wetlands activist group. Expanded learning opportunities can be offered by a school, a cultural institution (like a museum or zoo), a youth-serving community organization (like a YMCA), a faith-based organization (like a church youth group), or a public agency. Schools can also join forces with these organizations to expand learning opportunities through longer learning days, as in ExpandED Schools This brief examines the role of ELO in providing young people with inspiring, transformative science learning by highlighting excellent learning around the state. It proposes policy recommendations for increasing the availability and quality of STEM learning outside the traditional classroom, and for creating a stronger system of funding, policy and practice. Why should we improve STEM learning experiences? Only 43% of graduating high school seniors are ready for college math Only 27% of graduating high school seniors are ready for college science Only 16% of bachelor’s degrees awarded in the United State are awarded in STEM fields, in stark contrast to corresponding statistics from countries such as South Korea (38%) and Germany ( 28%). Supporting Student Success through Science Outside the Classroom By numerous measures, we know that large numbers of young people in the United States lack the experiences that built their interest and competencies in STEM disciplines. Many are growing up unprepared to advance to the fastest growing and most lucrative industries and careers, including local
energy companies, government agencies, and technology startups. The demand for workers in STEMrelated fields far outstrips the qualified supply. It is imperative that students have both formal and informal opportunities to develop and begin to enjoy STEM knowledge and skills. Diverse opportunities for all young people to engage in science outside the traditional classroom will: 1. Improve academic proficiency and school success in all areas of academic, cognitive and emotional development, including the STEM disciplines. Studies show that students who participate in hands-on science experiences score higher than their peers on the National Assessment of Educational Progress (NAEP). ELOs are particularly conducive to activities in which students design, construct, investigate, analyze and communicate their work. John Dibert Community School in New Orleans, operated by FirstLine Schools, empowered their teachers to lead these hands-on science experiences for their students in the final quarter of the year by creating a club time. Middle school science teacher John Henry Trant created a “Wilderness Survival Club”. Daily, Trant led a group of students out to the neutral ground on Orleans Avenue, or the swamps in nearby City Park to teach his inner-city students to catch fish, throw spears, build a fire, and make and use bows and arrows. As students learned these skills, they not only explored the science behind the activities, including chemical reactions and physical energy, but also gained confidence from mastering a new skill, and became more familiar with the environment surrounding them. These unique opportunities could only come out of the classroom. 2. Build students’ interest in high-demand STEM-focused disciplines in order to help meet the nation’s long-term workforce demands. Building a strong STEM workforce depends on igniting kids’ passions and curiosity while they are young, and cultivating their belief that they can successfully pursue STEM careers. ELOs can play a critical role in prompting students’ interest and motivation by offering time and resources for handson STEM experiences. Leah Evans, a high school science teacher at Clark High School in Treme, builds students’ interest in science by connecting labs to their communities. Students brought soil in from their different home wards (neighborhoods) and tested their respective clay compositions. Kids were “geeking out” over measuring the different clay levels in their different wards, and analyzing what caused those differences. At Sci High in Uptown New Orleans, the community organization New Orleans Outreach helps to coordinate a number of clubs that build student interests in high-demand disciplines. The prepharmacy club, a partnership with Xavier University, prepares students for careers as pharmacists through real-life research opportunities and counseling sessions. The ACE (ArchitectureConstruction-Engineering) Club brings in architecture and engineering professionals to help students build architecture models of new buildings. These students learn math and science concepts while becoming more interested in these high-demand disciplines.
3. Improve equity and access to science, particularly for groups that are historically underrepresented in the STEM fields ELOs can have positive impacts on groups that are historically underrepresented in STEM fields, including students of color, girls, students with disabilities and students from low-income, rural and underserved communities. With lower student-to-staff ratios and activities that promote hands-on inquiry, ELOs are ideal environments for offering STEM activities to a diverse student population. Nearly all of the ELOs highlighted in this report serve low-income communities that are majority African-American. At Sci Academy in New Orleans East, every single junior participates in a rigorous science fair, to help students gain real experience with experimental design for college readiness. At Sci High, teacher Shanna Connelly led a small group of students to the Bayou Regional FIRST Robotics Competition, at which they were the only low-income school competing and got 31st place out of 29 schools. At Dibert Community School, the girls who were initially nervous about joining the Wilderness Survival Club became the most enthusiastic members. Throughout the region, there are examples of historically underrepresented populations loving science through their ELOs. 4. Prepare young people for a world in which experience and expertise in science will provide a comparative advantage Successful preparation for an inter-connected world requires skilled and critical application of complex thinking, use of technology and an interdisciplinary approach to college, career and citizenship. The Asia Society suggests that in order for young people to succeed in the 21st century, they must a)investigate their world; b)recognize diverse perspectives; c)communicate their ideas with diverse audiences; and d)translate their ideas and findings into action. STEM experiences have a unique ability to provide these skills for students, increasing readiness for adulthood. In coastal Louisiana, Sassafras of Louisiana serves to bring youth together to restore the coast. The group—completely organized by 5 students, now high school juniors and seniors at South Lafourche High—has advocated in the media for wetlands restoration. When one of its board members received an end-of-semester project assignment, they decided to organize their first annual Nutria Rodeo to bring attention to issues facing Southern Louisiana’s coastal communities. These experiences and expertise, which grew out of academic experiences but became real-world experiences, uniquely prepare Sassafras’s students for a career doing environmental work. Science Learning in Louisiana The vast majority of Louisiana’s students do not have access to high-quality STEM experiences outside the classroom. Louisiana would benefit from a stronger system that encourages high-quality programming through building on best practices and promoting up-to-date content and tools; community involvement; professional development; equity; and evaluation. Louisiana leaders in STEM see the need to raise awareness of science education, increase access to curricular resources and professional development, and secure additional funding to support informal STEM learning opportunities.
Policy Recommendations Expand and/or deepen investments in expanded learning opportunities that encourage highquality science learning and professional development. Increase funding to support youth programs because the need for programs is exceeded by the current supply, and many youth who want to participate are excluded Require that grantees offer high-quality STEM activities Provide STEM-focused professional development and technical assistance Encourage partnerships that link youth-serving organizations with science educators including collaborations between community partners and schools. Leverage resources and expertise through public/private partnerships. Corporate partners may help secure expert volunteers, offer in-kind contributions or funding support Create incentives for partnerships between schools and community organizations that encourage collaborative program design, implementation and dissemination of successful practices Develop and support a diverse workforce to offer science instruction in ELO settings Train community educators to facilitate effective STEM experiences that lead to higher levels of student confidence and skills Create opportunities for STEM professionals to volunteer their time to work with young people outside of school. Expand pre-service training approaches to enable student-teachers to apply youth development and educational strategies to informal STEM learning Enable certified teachers and community educators to innovate and test new lesson plans and engaging, hands-on techniques through professional development experiences Promote shared standards, learning objectives and outcome measures for science in ELO settings Identify and adapt common standards in science so that they are relevant for both informal and formal science educators This brief was originally authored by Jennifer Siaca Curry from The After-School Corporation (TASC), Saskia Traill of TASC, and Sanjiv Rao of New York State Afterschool Network (NYSAN), with support from members of the NYSAN Statewide Steering Committee, Regional Networks, and the Noyce Foundation. This brief was adopted to focus on Louisiana by Bob Payne of Partnership for Youth Development. The Partnership for Youth Development, based in New Orleans, works to establish linkages that support the improvement of expanded day and summer programs, as well as expand the broader network of organizations serving youth. Relationships are cultivated and maintained with other regional, state, and national organizations to further the mission of the Partnership and our community providers.