Fiftieth Anniversary History

MSTA in the 1980's and 1990's

The eighties began with an economic downturn, with limited funds for schools and state level activities. Despite a slow start, the eighties proved to be a decade that launched a full-scale reform in science education. In February 1980, Jack Kammeraad, Michigan Department of Education science specialist, retired, and Nancy Mincemoyer was named half-time specialist for both science and gifted education. The activities in process included a draft form of environmental education guidelines, discussions of creationism in the science classroom, the Science Interpretive Report, which offered teaching suggestions, related to the current state science objectives. These objectives, developed in the seventies, were highly process-focused, with minimal content. Professional development in the state was supported by MSTA, several ISD's and science centers at universities: Michigan State University, University of Michigan, Western Michigan University, Northern Michigan University, and Wayne State University. There were general concerns that science was not being taught well or consistently across the state. The NSF kit programs of the sixties and seventies were diminishing as science supervisors were placed back into classrooms and central resource centers designed to replenish consumables were closed. Science became a subject that was taught at the elementary level if there was time, and it became more textbook-centered at all levels. University faculty, the Science Supervisors, and MSTA used conferences, school visitations, and journal articles to get information out to the schools.

In 1981, the National Science Teachers Association research project, Project Synthesis, released its report that examined the health of science education at the pre-college level and made basic recommendations regarding the future of science education. The report focused on personal needs, societal needs, academic preparation, career education, and awareness of science and technology. The findings were dismal. It was determined that the status of science education in Michigan was similar to that of the nation. In October 1981, MSTA convened a Long-Range Planning Committee in collaboration with the MDE to examine how Michigan could begin to address the current needs in science. The committee met for several years, then developed and distributed a working paper and action plan entitled, "Improving Michigan School Science for a New Era of Advanced Technology." It provided direction for MSTA, local schools, universities, intermediate school districts, the MDE and the Legislature. Included in these recommendations, were the hiring of a full-time science specialist at the MDE; the revision of the current science objectives to align with the findings of Project Synthesis; the establishment of science resource centers; the revision of teacher certification to address the DX code; the development of a science MEAP test; and the establishment of a professional development plan to improve the content background of elementary and middle school teachers.

In January 1983, the Superintendent of Public Instruction appointed a Mathematics and Science Study Committee to identify the key issues challenging mathematics and science and to develop a set of recommendations. The work of the MSTA long-range planning committee became a launching pad for the science subcommittee. The recommendations of the committee were presented to the State Board of Education in November 1983. The recommendations sited the work of Paul DeHart Hurd, Occasional Paper 33, "Reforming Science Education: The Search for a New Vision," published by the Council on Basic Education (Washington, D.C.). The paper emphasized that science must move from knowledge seeking and fact learning to an emphasis of understanding of scientific concepts and principles, their application through technology to our daily lives, and the impact of the application to society and ourselves. This focus helped to guide the revision of the Michigan science objectives to include sections on mental processes, societal issues, technology and content.

Three major issues needed to be addressed to bring about the desired reform: 1. Establish support systems at the local, regional and state level to provide the impetus for change; 2. Provide professional development opportunities for administrators, reassigned teachers and qualified teachers in need of periodic updating; and 3. Address curriculum and instructional needs to ensure quality and equity in science programs for students of all backgrounds and learning styles. MSTA leadership was actively involved in the development of this plan, designed to guide much of the development of science reform and dovetailed nicely with the Nation of Risk Report, released in 1983.

In 1984, the MDE hired a fulltime science specialist, Dr. Joseph Riley, who led the working team, with MSTA members serving in active roles, to finalize the new state science objectives in 1985. These became known as the Michigan Essential Performance Objectives in Science Education, K-9. Next came the development of the first state assessment in science which was piloted in 1985 and implemented in 1986.

In 1985, the MSTA Long-Range Planning Committee revised the initial working paper and developed recommendations for future action. MSTA served as a partner with MDE to focus on needs and help implement the recommendations. The Nation at Risk Report prompted new federal legislation targeted at improving mathematics and science, the Title II, Education for Economic Security Act (ESEA), later called the Eisenhower Mathematics and Science Program. This Act provided resources to states to support local district professional development and curriculum improvement, for higher education agencies to develop regional and/or statewide professional development, and for statewide improvement activities. Four years earlier, Bill Welch, Nancy Mincemoyer, Hugo Pinti and Bob Tallman met frequently in Flint to discuss science education needs and initiatives. This group conceived the idea of Math/Science Centers, in which both the Michigan House and Senate Education Committees and the Legislature passed such legislation in 1985. One other major statewide initiative that emerged for a number of years was SEMS and SEMSplus, a university collaborative, facilitated by Phillip T. Larsen, Western Michigan University. The focus on middle school science had a great impact on the teaching of science at that level. Other professional development efforts that emerged were leadership seminars for principals and the Michigan Operation Physics (MOP), facilitated by Robert Poel, also at Western Michigan University.

The first statewide science test was administered in the fall of 1986 to all students in Grades 4, 7, and 10, with the results released in February 1987. Dr. Martin Hetherington, MSTA president, participated in the release of the test results. The plan to improve science, announced at that time, emerged from the MSTA long-range planning effort with MDE. Immediate plans included 1) test analysis - with the results written in an interpretative report to help teachers examine the relevance of their science curriculum; 2) materials development - offering "Tips for Improving Science Education" with more complete instructional materials to be developed in the future; 3) professional development - with particular focus on the interpretive report in addition to the SEMS workshops; and 4) cooperative planning with the ISD's and science leaders. The discussion of science centers emerged as a new venture for the future.

In March 1987, the Senate Education Committee received a report from the MDE that proposed: Science Improvement Centers, Incentive Grants to local schools to assist in curriculum planning, material and equipment purchase; and administrative support for MDE to coordinate activities. During this year, Mozell Lang assumed the role of science specialist, soon to be followed by Theron Blakeslee, a full-time instructional materials developer. Due to decreases in funding, the Science MEAP was administered on a voluntary basis in 1987.

In March 1988, the State Board of Education received an update on statewide science activities. The test analysis was complete and 1987 saw 160 of 525 districts participate in the voluntary science test at the 4th, 7th, and 10th grade levels. A science education assessment workbook was disseminated in the spring to educators interested in improving the quality of science.

The 1988-89 plan included the development of a curriculum support guide to the "Essential Objectives;" a series of instructional units targeted to middle school; training workshops to learn about the new materials; a model K-12 comprehensive education program; and science centers. This time also saw the "Classroom Ready Science" workshops, hazardous waste management workshops, science recognition programs, and the beginning of the Mathematics and Science Center Network. The low number of schools participating in the science testing brought about active lobbying by MSTA and its affiliates to require the test in all districts. By early 1991, the state science improvement model consisted of:

• Curriculum and Instruction Documents: the "New Directions for Science Education in Michigan," State Objectives for K-12 Science, based on Project 2061 (Science for All Americans), with a focus on 1) usefulness of science concepts over presentation of disconnected facts; 2) student understanding over content coverage; and 3) scientific literacy for all instead of a few; the state model core curriculum; and instructional support materials development with funds from the Kellogg Foundation.
• Professional Development Activities: A Kellogg Foundation grant supported activities statewide to help teachers understand the new science objectives in addition to the increased funds from the federal Eisenhower program.
• Planning: With aid from the Education Extension Service, Michigan State University, a group of educators, including MSTA members, met to provide the State with long-range planning to improve science education based on research. Another group met to develop a grant to the National Science Foundation's State Systemic Initiatives Program.
• Funded Programs: Recognition programs included the "Presidential Awards for Excellence in Science and Mathematics Teaching" (PAESMT) with over 50 MSTA members receiving the PAESMT; MSTA Teacher of the Year awards, supported by the Detroit Free Press; Search for Excellence in Science Education (NSTA, MSTA, MDE); and the National Youth Science Camp.
• Assessment: Revision of the MEAP, based on the new science objectives.

In the summer of 1991, the Science Education Network met to develop a plan that led to the State's NSF proposal for the Michigan Statewide Systemic Initiative (MSSI), funded in late 1992 through 1998. Equity was a key theme of the MSSI and through that vehicle, a partnership with AAAS led to several efforts with the "Connecting with the Learner" (CWL), an equity toolkit project as a major product developed. MSTAās representative for underrepresented groups, was an active member of the development and implementaton committee. NCREL joined the development team and the product evolved from a large notebook to a CD, designed to help all students reach their potential. Since the state was supporting many professional development activities with Eisenhower funds, the MSSI professional development component convened key science and mathematics professional developers to explore more effective learning techniques. MSSI also offered several capacity building grants which gave support to MSTA in the mid-1990ās to develop a new strategic plan. The new relationship with MSTA and MCTM (Michigan Council for the Teaching of Mathematics) led to the development of the 14 regional directors, modeled after the MCTM regions.

Another major initiative was launched in 1991, when the State Board of Education adopted the Michigan Essential Goals and Objectives for Science Education (MEGOSE), along with the Model Core Curriculum Outcomes, both designed for what scientifically literate persons should know and be able to do. A MSTA contract with MEAP (under the direction of Burt Voss) developed the "Blueprint for Item Development." MSTA also sponsored a massive statewide review of the MEGOSE and new MEAP tests to help teachers prepare and become active partners with the Department of Education. Since 1987, MEAP has influenced the direction of science education in schools and MSTA has been active in all stages from the development of the MEGOSE, the revision of the Michigan Curriculum Framework (revised in 2000), and on the Review Team for the science portion of the Michigan Curriculum Framework (MCF). The MSTA Journal under Annis Hapkiewicz as editor, has published information on the MEAP investigations, released MEAP science items and new curriculum initiatives. This has been a valuable service to the membership.

As the decade of the 90's came to a close, MSTA continued to grow, not only in increased membership, but also in its involvement with state science education initiatives. The constitution was revised to reflect changes made necessary by taking on new practices current with trends and directions in science education. The Association supported the Scientific Evolution Education Initiative, coordinated and administrated by Greg Forbes and Robert Long, at Grand Rapids Community College. In October 1999, MSTA co-sponsored the National Science Teachers Association Area Convention in Detroit. In addition, the position of a part-time MSTA Executive Director was approved, and David Larwa was appointed.