Recent test results have shown that the literacy levels of American students, in 4th grade, is among the highest in the world. However, by 8th grade, the same levels decrease drastically and our students are below average. Unfortunately, by 10th grade, it gets even worse and the literacy levels of American students are among the worst in the world. Given this data, it is easy to understand why recent ACT test results have shown that approximately 50% of high school graduates are not college ready when considering literacy.
Interestingly enough, the same ACT results showed that of the high school graduates that were college ready 65% of them were also math proficient. Additionally, 31% of the same college ready students were proficient in science. While these numbers are not "earth shattering" they are a drastic difference from those that were not college ready. Of those that did not test college ready, only 14% were proficient in math. Further, only 1% of the students were proficient in science.
In reality, educators at the K-3 level have been successful in teaching students to "learn to read." However, as the test results have recently shown, students must progress beyond the "learn to read" level. Overall, for students to excel at the middle school and high school levels they must be able to "read to learn." Realistically, a large part of being able to "read to learn" is based on a student's ability to gain meaning from context and work through challenging vocabulary. This is yet another example of why STEM literacy is a better option. The content that is part of STEM classes builds vocabulary, which is essential to increase literacy, and requires higher level thinking. A quick review of any state's curriculum guide for math and science reflects the building nature of the content areas.
As the test results have shown, literacy needs to be treated as a journey not a destination. Interesting enough, math and science are the only subjects that can be described as a journey academically. Additionally, to improve literacy, students must be taught at an early age that reading to learn is essential.
In conclusion, as our world becomes more technologically advanced, literacy requirements continue to increase. This comes at a time when math and science skills are more needed in the workplace. In retrospect, ACT scores have shown that most students proficient in math and science are ready to meet college level literacy demands. Given this correlation between literacy and STEM proficiency, it makes more sense to increase the emphasis on STEM literacy at the elementary school level.
References:
http://resourcelibrary.compasslearning.com/ContentCenter/ViewAsset/a1e7dcb0-2515-423e-9b36-a2c7979f1b2c
http://blogs.edweek.org/edweek/curriculum/2011/10/literacy_stem_ed_see_strong_em.html
It is really interesting that students who are prepared to meet the needs of college in math and science are also prepared to meet literacy needs. I am curious as to why the numbers do not work in the reverse direction as well, and whether the data says something about students who naturally excel in math and science, or about the teaching of math, science, or English in American schools. With the American push to improve in the math and sciences I was concerned that we would see a decrease in literacy, but your blog has peaked my interest in learning more about the connection of STEM to literacy.
ReplyDeleteReading the first sentence about our fourth grade literacy levels being among the highest in the world has put a huge smile on my face! I just read about a fourth grade science class in Chicago that scored above every country in the world on the TIMSS-R science test. After reading your blog and the article about the fourth grade class, I'm very curious as to what is going on in fourth grade. What is fourth grade teachers doing that other teachers arent? Or, what is happening after fourth grade that is causing a decrease on the literacy and science levels.
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