CEP Study Confirms That Science in the Elementary Classroom is Truly Disappearing Earlier this summer, the Center for Education Policy issued a report that confirmed what many science educators have long suspected: a majority of the nation’s school districts were increasing time spent on reading and math in elementary schools since NCLB became law in 2002, and most of these districts cut back on time spent on other subjects, including science. A new CEP report issued last week provides a look at just how much these districts did cut back on science and other subjects. In its earlier report, CEP found that a majority of the 348 school districts they surveyed—62 percent—had increased time for English language arts (ELA) and/or math in elementary schools since school year 2001-02. Forty-four percent had increased time for ELA and/or math at the elementary level, while simultaneously cutting time from one or more areas including science, social studies, art and music, physical education, recess, and lunch. Of the districts that both increased time for ELA or math and reduced time in other subjects, a large majority—72 percent—cut time by at least 75 minutes per week for one or more of the other subjects. For example, more than half (53 percent) of these districts cut instructional time by at least 75 minutes per week in social studies, and the same percentage (53 percent) cut time by at least 75 minutes per week in science.

Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects is available online at www.cep-dc.org.

Denver Earth Science Project Summer Courses.  All information and registration is in the attachment.

Please see attachment for an excellent professional development opportunity this summer.