The effectiveness of the California scope, sequence, and coordination project in reforming science education in California high schools

The results of a two-part comparative evaluation of the California Scope, Sequence, and Coordination Project (CSSCP) are presented. One part consisted of a study of matched groups of students from schools teaching traditional biology and schools from the CSSCP. Over 4000 students were compared on achievement in biology content by multiple-choice testing, open-ended writing questions, and a performance task. All components of the student portion of the study were taken from the California Golden State Examinations (GSE) in Biology and Coordinated Science. Analysis of this part of the study was performed using HLM analysis, a sophisticated form of regression analysis.;In the second part of the study, CSSCP sites were surveyed to determine if the programs implemented as the result of being part of the CSSCP were meeting the goals of the project. The number of sections of science after implementation of CSSCP programs was shown to be significantly different than the number of sections of science at the sites before CSSCP programs were implemented (p = 0123). Results of the t-test on the number of students enrolled in quality science classes data showed significant difference favoring the current CSSCP enrollments (p =.0001). Results of the t-test on the number of days students spend in laboratory activities data did show significant difference favoring the current CSSCP enrollments (p =.0021).;An unanticipated significant finding was the difference in the number of CSSCP compared to the number of students in traditional biology classes students planning on taking four years of high school science: CSSCP students were significantly more likely to take four years (z value significant at p =.00001).;Results from the student comparison indicated that there were no significant differences between the student populations in achievement on biology multiple-choice questions from the GSE in Biology. Biology students performed significantly better on multiple-choice questions over biological content from the GSE in Coordinated Science. On the open-ended questions, there was no difference in achievement between the two groups. Comparison of the groups on the performance task also showed no significant difference.