For Immediate Release
Contact: Michael Soto (cell: 210-685-8378)

San Antonio, Texas - June 6, 2011 - Concerned science educators, business leaders, and public school advocates today joined State Board of Education member Dr. Michael Soto (D-San Antonio) in calling for public input to ensure high-quality science instructional materials for Texas public schools.

During its July 2011 meeting, the State Board of Education (SBOE) will adopt supplemental science instructional materials that address the revised science curriculum for public schools (Texas Essential Knowledge and Skills or TEKS). Because of the State budget crisis, the SBOE issued a request for supplemental science instructional materials in lieu of printed textbooks.

Soto urged the public to voice its opinion on this important public policy matter. "Texans of all backgrounds agree that new science instructional materials must rely on the latest available scientific research, prepare students for college and career success, keep politics out of the classroom, and propel the Texas economy forward," Soto observed. "With the right tools, Texas teachers and students can accomplish great things."

Alice Fiedler, Northside ISD secondary science instructional specialist, emphasized, "When it comes to student success, quality science instructional materials are second only to a gifted classroom teacher. It's only fitting that as many science teachers as possible get involved in the process."

"Quality scientists develop their skills over many years, starting well before college," noted Dr. Sara Volk, a biology professor and researcher at Our Lady of the Lake University. "For Texas high school graduates to be competitive in the sciences they must have the best possible science preparation early-on--this requires the best science instructional materials possible. As a scientist and a Texas mom, I hope that we equip our teachers with the best instructional materials so that my son and all Texas children are prepared with a strong scientific foundation to succeed as science majors and make the discoveries that will advance science."

James R. Adams, former chairman of the Texas Instruments board of directors, former SBC Communications executive, and deacon at Trinity Baptist Church, stressed that politics and personal agendas should play no role in science education: "Our state's and our nation's capacity for innovation and excellence is directly tied to our commitment to the very best in science instruction. The science classroom is where global economic competition is won or lost. We need science instructional materials developed and vetted by qualified scientists, not by individuals with an axe to grind."

Members of the public can view samples of the science instructional materials under consideration for adoption at the Texas Education Agency (TEA) website. They can also file comments, including lists of alleged factual errors, with the TEA. Links to the science instructional materials and full TEA contact information can be found at www.Michael-Soto.org. The public is also invited to testify at the July 2011 meeting of the SBOE in Austin.

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KEY FACTS ABOUT THE SCIENCE INSTRUCTIONAL MATERIALS ADOPTION PROCESS:

• In 2009, the SBOE adopted a new science curriculum (Texas Essential Knowledge and Skills or TEKS); in July 2011, the SBOE will approve science instructional materials developed to cover the new TEKS. The new science instructional materials will be used in public school classrooms beginning this fall.
• A total of 14 companies and Rice University submitted 81 proposals for science instructional materials.
• The 82nd Texas Legislature appropriated $792 million (HB 1 and HB 4) to fund new English language arts textbooks and science instructional materials.

KEY FACTS ABOUT SCIENCE EDUCATION:

• In 2010, 83% of Texas high school students passed the science TAKS test; only 28% passed at the commended level (TEA).
• Beginning fall 2011, Texas high school students will take STAAR end-of-course exams in science and other subjects.
• High school dropouts accrue significantly fewer science and math credits than on-time graduates (NCES 2009-035).
• The Nation's Report Card concludes that "science courses [are] key to achieving standard and midlevel curriculum levels" that define college readiness: "For those graduates who did not complete a standard curriculum (25 percent), 39 percent lacked only the required three credits in science to attain a standard curriculum level.... Similarly, of the 16 percent of graduates who completed a standard curriculum, 35 percent lacked only the science coursework in two of the three major science subjects (biology, chemistry, and physics) required to attain a midlevel curriculum level" (NCES 2011-462).