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Based on the last decade of research in teaching and learning, a growing understanding of the interconnectedness of science disciplines, rapid growth of knowledge in science, and a policy window that allows for change, there is an opportunity now to rethink and revise science education standards over the coming two years. The goal is to move towards standards that represent core or essential disciplinary and cross-disciplinary ideas in the natural and applied sciences; that are relevant to the learner, can be learned (and conversely, can be taught); and build on learning progressions wherever possible. In short, there should be fewer standards that define what we want students to learn within and about science in ways that are reflective of the scientific method and process overall. The results will be a smaller number of clearly defined standards that set a higher bar and prepare students for college and lifelong learning. Clearly, the task is not easy. Fortunately, we can build on previous and existing efforts.
With generous support from the Carnegie Corporation of New York, the Board on Science Education is holding two half-day informational meetings that will describe and discuss current efforts to develop fewer, clearer and higher science education standards. The two meetings will feature the same agenda and will be held on October 12 and October 27 from 9:00 a.m. to 12:30 p.m..
During the meetings, we will:
• Discuss the need to revise science education standards now
• Clarify conceptual considerations behind core ideas, standards, benchmarks, and performance expectations and discuss the rationale behind the call for fewer, clearer and higher standards
• Share initial experiences from the ongoing process of developing common core standards in mathematics and English language Arts
• Report on the results of NSTA’s Science Anchors project
• Consider insights about the potential role of learning progressions in defining core ideas, gained from a recent meeting at the Academies
• Present and discuss a new effort to develop a theoretical framework for core ideas in science and for developing standards based on this framework over the course of the next two years. | 
