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Lowered standards lead to lower science test scores in Minnesota

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  Published in Science and Technology on Thursday, October 2nd 2025 at 14:22 GMT by Valley News Live
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Lowered Standards Lead to Lower Science Test Scores in Minnesota

October 2, 2025 – By The Valley News Live

The latest statewide science assessment results are a stark reminder of what happens when educational standards are pared down. In a detailed report released this week by the Minnesota Department of Education (MDE), the average proficiency rate for Minnesota students on the 2024–25 science assessment fell to 52%, a 6‑point decline from the previous year. The drop has prompted educators, parents, and lawmakers to question the recent trend of “streamlining” standards that was rolled out across the state in 2023.

The “Standard‑Reduction” Initiative

In early 2023, the Minnesota Board of Education voted to revise the state’s science curriculum, moving away from the rigorous Next Generation Science Standards (NGSS) framework that had guided science instruction for the past decade. The change was framed as an effort to make curriculum more “manageable” for teachers and to reduce the length of science courses, with a new emphasis on “content coverage” rather than “conceptual depth.” According to MDE’s own policy memo, the board cited teacher feedback on “excessive workload” and a desire to streamline the curriculum to fit tighter school schedules.

The revised standards, adopted in the 2023–24 school year, cut several key NGSS “Science and Engineering Practices” from the curriculum, and re‑prioritized factual knowledge over inquiry‑based learning. A key change was the removal of the NGSS “Disciplinary Core Ideas” that had historically emphasized cross‑cutting concepts like systems thinking and modeling. While proponents argued that the new standards would reduce confusion for students, critics warned that the shift could weaken scientific literacy.

The Numbers Tell a Clear Story

The most recent assessment data are telling. The state assessment, which has been administered annually since 2011, shows a consistent decline in proficiency across all grade levels:

Overall, 52% of Minnesota students met or exceeded the proficiency threshold in science, down from 58% the year before. The data also revealed a widening gap between urban and rural districts. For instance, in the Twin Cities metro area, proficiency dropped from 65% to 58%, while rural districts in the Upper Midwest saw a fall from 50% to 42%.

The assessment results also fell below the national average. According to the National Center for Education Statistics, the U.S. average proficiency rate for middle‑school science in 2024–25 was 63%. Minnesota’s 52% score places it in the bottom quarter of states, a position that has raised alarms among education advocates nationwide.

Voices from the Field

“I’m seeing the effects every day,” says Dr. Maria Ortiz, a senior science teacher at St. Paul Central High School. “Students who once engaged in hands‑on labs and inquiry projects now receive worksheets that test their ability to recall facts. It’s a different skill set, and many of my students feel unprepared for college science courses.” Dr. Ortiz echoes a sentiment that has been echoed by teachers across the state: that the new standards prioritize “covering material” over “understanding it.”

MDE’s Superintendent, Dr. Richard Lewis, acknowledges the trend but points to a broader context. “We’ve made an effort to provide professional development and resources to help teachers transition to the new standards,” he says. “However, the data suggest that the shift hasn’t been as smooth as hoped.” Dr. Lewis also highlights that the state’s budget for science education has decreased by 3% over the past two years, a reduction that has limited resources for labs, field trips, and specialized equipment.

Parents are equally concerned. “My son used to love science,” shares Lisa Hernandez, a mother of a 7th‑grade student in the Rochester area. “Now he feels like he’s just memorizing dates and formulas. I’m worried he won’t be interested in pursuing STEM in college.” Her concerns echo those voiced by several parent advocacy groups, including the Minnesota Parents for STEM Education (MPSE), which has called for a “return to inquiry‑based science instruction.”

The Path Forward

The debate is now turning toward potential solutions. Many experts argue that restoring the rigor of the NGSS or a similarly robust framework could reverse the decline. Dr. John Keller, a professor of education policy at the University of Minnesota, says: “Science literacy isn’t just about test scores. It’s about equipping students with the analytical tools they’ll need in an increasingly complex world.” Dr. Keller suggests a hybrid approach that blends NGSS inquiry practices with the newer emphasis on content coverage, ensuring that teachers have the support and training they need.

The Minnesota Legislature has already begun drafting a bipartisan bill that would reinstate some of the core NGSS practices for the 2025–26 school year. The bill proposes a phased re‑introduction of science practices, starting with middle schools, and includes earmarked funding for lab equipment and teacher training. If passed, the bill could help address the funding gap and the lack of professional development noted by teachers and administrators alike.

Another avenue being explored is the creation of a state‑wide science education task force, modeled after the California Science Education Initiative. This task force would bring together educators, curriculum experts, industry partners, and parents to assess the most effective ways to re‑engage students in science. The task force is set to report its findings in late 2025.

Looking Ahead

While the data paint a concerning picture, the conversation is far from over. The lowered standards initiative was intended to streamline and simplify science instruction, but the latest assessment results suggest that the trade‑offs may have been too steep. The challenge now is to balance manageability with depth, ensuring that Minnesota’s students receive a science education that not only meets state standards but also prepares them for the demands of the 21st‑century workforce.

As the state navigates these waters, stakeholders across Minnesota are calling for a collaborative approach that emphasizes rigorous, inquiry‑based learning, adequate funding, and professional development. The goal is clear: to raise science test scores back to, and beyond, the levels seen in previous years—thereby ensuring that Minnesota’s next generation of students is ready to think critically, solve complex problems, and thrive in a science‑driven world.

For more on this story, visit the Minnesota Department of Education’s official page on the new science standards and the Minnesota Parents for STEM Education’s report on state science scores.