According to the U. S. Department of Commerce (2021), science, technology, engineering and mathematics (STEM) occupations are growing at an annual rate of 24 percent, while other occupations are growing at a meager four percent. STEM degree holders have a higher income even in non-STEM careers. STEM workers play a key role in the sustained growth and stability of the U.S. economy and are a critical component for helping the U.S. advance into the future (Engineering for Kids, 2021). STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators.
Yet, with today’s emphasis on standardized testing for math and language arts, there has been a marginalization of science and social studies in the curriculum. Instructional time for science has dropped to its lowest level in decades (Blank, 2012). In 2018, teachers in grades K-3 reported spending an average of 18 minutes per week on science (a 22 percent decrease since 2000); grade 4-6 teachers reported spending an average of 27 minutes per week (a 13 percent decrease); and in the COVID remote learning era, Science completely fell out of elementary curriculum in many districts (Barber & Reed, 2021). Additionally, science instruction has become a series of modules and kits completed in quick sessions with little relation to one another.
The disappearance of science from the classroom has negative effects on students. Reduced time on the subject affects the ability of students to build their knowledge base and form meaningful connections between science content and real world situations. Those elementary students not exposed to adequate amounts of science instruction will not have the foundation to meet the demands of middle and secondary curricula (Hawkman et al., 2015). As a result, only 20 percent of high school graduates are prepared for STEM majors (Brookings, 2022). Those not deemed college-ready have skill levels far below the established benchmarks.
But the structure of the school day does not seem to be changing any time soon, leaving students and our society to suffer the consequences. By having little exposure to science, students are unaware of and/or ill-prepared for a broad range of personal and professional opportunities. Our society suffers when scientific literacy does not inform civil discourse (Barber & Reed, 2021), and our economy weakens when few professionals are available to fill STEM positions. Science needs to be given the same time in the classroom as language arts and math for all our sake.