Equity implications based on the conceptions of science achievement in major reform documents

The construct of science achievement-what K-12 students should know and be able to do in science-is central to science education reform. This paper an alyzes current conceptions of science achievement in major reform documents , and considers equity implications for science achievement and assessment in the context of standards-based and systemic reform. The paper reviews do cuments on science content standards (NSES and Project 2061), performance s tandards (New Standards), and large-scale assessment frameworks (1996 NAEP and TIMSS). Although the documents emphasize equity as the key principle, t hey present the assimilationist perspective by defining science and science achievement in terms of the Western science tradition with little consider ation of alternative views of science and ways of knowing from diverse back grounds. Based on the conception of equity in terms of social justice, the paper proposes the cultural anthropological perspective to develop a more i nclusive and broader view of science achievement and assessment for diverse students.