New study gives Alabama "F" in science, cites evolution stance

By SAMIRA JAFARI
Associated Press Writer

MONTGOMERY, Ala. (AP) -- Alabama's disclaimer on evolution in its science guidelines helped earn the state an "F" in a national study released Wednesday comparing school science standards for primary and secondary school students.

The state was one of 15 that received the failing grade and one of 13 others whose standards on evolution flunked the review, called "The State of the State Science Standards 2005." The institute reviewed standards in all states except Iowa, which doesn't have published statewide guidelines.

Nine states and the District of Columbia received a "C" and 19 states earned "A" or "B" grades. California ranked highest in the nation. Alabama ranked 42nd.

Kansas had the nation's worst science standards for public schools, according to the study, which condemned the state for rewriting its definition of science and treating evolution as a flawed theory.

A panel of scientists conducted the study for the Washington-based nonprofit Thomas B. Fordham Institute. Paul Gross, former head of the Marine Biological Laboratory at Woods Hole and former provost at the University of Virginia, led the review. The last time Fordham conducted the same study was in 2000, when Alabama received a "D."

Alabama state schools chief Joe Morton discounted the study, saying if Alabama didn't use the disclaimer it probably would have received a "B." He pointed out that Georgia jumped from an "F" in 2000 to a "B" in 2005 after it decided to keep the term "evolution" in its standards and not replace it with "change over time."

"I believe the grades given to states were less about science and more about social/political issues," Morton said in a memo Wednesday.

"I further believe our standards are sound, that they were well-developed, and that they were unfairly judged because of the 'evolution flap' in this country," he said.

The disclaimer that appears at the preface of Alabama's science standards reads in part that students should learn "to wrestle with the unanswered questions and unresolved problems still faced by the evolutionary theory."

The researchers called the statement misleading and said its placement at the beginning of the standards sets a poor tone for the rest of the document and curriculum descriptions.

"The statement is obviously of political, rather than scientific inspiration, and it reinforces the grade of 'F,'" the report states.

A similar disclaimer sticker is found inside biology books in the state, describing evolution as "a controversial theory" and saying any statement about the origin of life is "not fact."

Gross stressed that while evolution appears to be a prominent issue when judging the states, the biggest concern of the group was science content and the approach with which it was taught. Alabama rated poorly in that category, too, scoring only 8.5 out of a possible 27 points alloted for content and approach.

The study called Alabama's approach to earth and space sciences and chemistry adequate. "Things go badly wrong in too many places, however, due to carelessness our outright error in physics," the study said.

Rebecca Leigh White, spokeswoman for the Alabama Department of Education, said the state school system was eager to review the details behind the report. Only a summary was released Wednesday.

The report, the first comprehensive study of science academic standards since 2000, appraised the quality of each state's K-12 science standards as they try to meet the No Child Left Behind Act's mandate for science testing, which goes into effect 2007-2008.