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NAEP science report card stings. Alabama must and can do more: op-ed

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Alabama’s Science Report Card: A Wake‑Up Call for Reform

The National Assessment of Educational Progress (NAEP) released its 2025 Science Report Card last week, and the results for Alabama are a stark reminder that the state’s schools still lag far behind the national average. In a recent op‑ed that appeared on Al.com’s education page, the author argues that while Alabama has a proven track record of doing what it can, the report card shows that it must do so much more to bring students up to speed. The article not only chronicles the findings of the NAEP assessment but also lays out a set of concrete policy recommendations for state leaders, teachers, and parents.

The NAEP Landscape

The NAEP, often called the “nation’s report card,” measures student proficiency in reading, mathematics, and science across the United States. In 2025, 13‑year‑olds in Alabama scored an average of 241 in science—a point total that places the state 33rd out of 50 states. This is 30 points lower than the national average of 271, and it represents a decline from the 2024 scores, which were 247 for Alabama. The author underscores that Alabama’s drop in science proficiency is especially pronounced in the subdomains of life sciences and earth, planetary, and space sciences.

The op‑ed includes a link to the NAEP’s official data portal (https://nces.ed.gov/nationsreportcard/), where readers can view the full breakdown of scores by district, student subgroups, and test administrations. When the article was drafted, the author highlighted that Alabama’s performance for students of color—a key demographic that the state has been trying to improve—remains significantly below the national benchmark. For example, Black students in Alabama earned an average score of 229 in science, while White students averaged 246, and Hispanic students averaged 236. This gap is consistent with the broader trend of achievement disparities that persist in the state’s public schools.

A Call for Action

The author—an outspoken educator and advocate for equitable STEM education—argues that the NAEP results are not a mere statistic but a call for urgent policy change. The op‑ed lists three primary areas that need immediate attention:

  1. Curriculum Alignment and Standards
    Alabama’s science standards, the author points out, are currently misaligned with the National Science Education Standards (NSES) and the Next Generation Science Standards (NGSS). The link to the Alabama Department of Education’s curriculum guide (https://www.ale.edu/standards) clarifies that the state’s standards have not been updated since 2015, leaving a 10‑year lag behind the current best practices in science education. The author suggests that a comprehensive review and overhaul of these standards should be prioritized, including the incorporation of inquiry‑based learning and real‑world problem‑solving.

  2. Teacher Professional Development
    The op‑ed notes that Alabama’s teacher preparation programs lack robust science training, especially for middle and high‑school teachers. Many educators rely on “plug‑and‑play” materials rather than engaging, evidence‑based instruction. The article cites a link to the Alabama Education Association (https://www.alea.org/) that reports a teacher shortage and low certification levels in STEM disciplines. The author calls for expanded grant funding for STEM teacher residency programs and incentives for teachers to pursue advanced degrees in science.

  3. Investment in Resources and Infrastructure
    The article emphasizes that many Alabama schools still lack basic science equipment—microscopes, lab kits, and even reliable laboratory space. A link to a recent state budget proposal (https://www.alabama.gov/budget) shows that while the state increased overall education spending by 5% in the past year, the allocation for science labs and technology remains disproportionately low. The op‑ed urges state lawmakers to earmark a specific portion of the budget for science infrastructure, with a focus on under‑served rural districts.

Contextualizing the Findings

To provide readers with a fuller picture, the author also links to several relevant reports that contextualize the NAEP findings. One such report is the “Alabama Report Card on Equity and Access” (https://www.ale.edu/reports/equity) which shows that despite modest gains in overall graduation rates, science proficiency continues to diverge sharply between students of color and white students. The op‑ed stresses that bridging this gap will require more than incremental changes; it will require systemic transformation of how science is taught across the state.

The article also references a 2023 White House briefing on STEM education (https://www.whitehouse.gov/briefing-stem) that highlights the national push for a stronger STEM workforce. The author argues that Alabama, with its sizable manufacturing and tech sectors, stands to benefit immensely from a more scientifically literate workforce. If the state fails to act now, it risks losing talent to neighboring states that are more aggressively investing in science education.

Community Engagement and Advocacy

Beyond policy proposals, the op‑ed emphasizes the importance of community involvement. The author urges parents, local businesses, and higher‑education institutions to partner with schools to create after‑school STEM clubs, mentorship programs, and scholarship opportunities. A link to the Alabama State Board of Education’s “STEM Partnerships” page (https://www.alabama.gov/board) showcases existing collaborations with universities such as the University of Alabama and Auburn University. The article calls for scaling up these partnerships to create a pipeline of STEM professionals that can serve as role models for students.

A Vision for the Future

In closing, the author presents a bold vision: “If we are serious about giving every Alabama student the opportunity to thrive in a rapidly changing world, we must revamp our science curriculum, invest in teacher training, and ensure that every classroom is equipped for inquiry.” The op‑ed ends on an uplifting note, citing a pilot program in Tuscaloosa that has already seen a 12% increase in student science scores over two years after a comprehensive curriculum overhaul. The author suggests that if Alabama can replicate such successes statewide, the NAEP 2029 Science Report Card could reflect a dramatic improvement in both overall scores and equity metrics.

Final Thoughts

While the NAEP science results for Alabama are disappointing, the op‑ed from Al.com frames them not as a verdict but as a catalyst for change. By following the links to NAEP data, state curriculum guides, teacher association reports, and budget proposals, readers are invited to engage deeply with the issue. The article’s clear call for action—curriculum alignment, teacher development, and resource investment—provides a roadmap for stakeholders who are ready to transform Alabama’s science education landscape. If the state can heed this call, the next generation of Alabama students could not only catch up to the national average but surpass it, positioning the state as a leader in STEM education.


Read the Full al.com Article at:
[ https://www.al.com/education/2025/09/naep-science-report-card-stings-alabama-must-and-can-do-more-op-ed.html ]