An analysis of the New York State Earth Science Curriculum with respect to standards, classroom practices, and the Regents Examination

In a standards-based system, it is important for all components of the system to align in order to achieve the intended goals. In New York State, standards are provided to the teachers who then create individual curricula that will lead to student success on the state assessment. This mixed methods study presents an analysis of the alignment between the National Science Education Standards (NSES), New York State Physical Setting/Earth Science Core Curriculum (Core Curriculum), and New York State Earth Science Regents Examination (Regents)---the sources teachers use for creating Earth Science curricula in New York State. The NSES were found to have a 49% overlap with the Core Curriculum and a 27% overlap with the Regents. The Core Curriculum and Regents, represented by matrices consisting of performance indicators and cognitive demands, were compared using the Porter alignment index. The alignment was 0.35, categorized as slightly aligned, due to the different emphases on cognitive levels (the Core Curriculum focused on Understand and Apply while the Regents focused on Apply followed by Understand and Remember).;Additionally, a purposeful sample of experienced and innovative teachers were surveyed and interviewed to gain insight on how NYS Earth Science teachers organize their scope and sequences, align their lessons with the Core Curriculum, establish internal lesson coherence, and prepare their students for the Regents Exam. Teachers' scope and sequences were well-aligned with the Core Curriculum and Regents but misalignment was found between their lessons and the Core Curriculum as well as between the stated objectives for their students and evaluation of those objectives.;Based on the findings, it is suggested that the NSES be revised and the Core Curriculum updated to include quantifiable emphasis on the major understandings such as percentage of time, as well as an emphasis on alignment principles. Teacher professional development focused on alignment issues relative to the state standards and enhancing internal lesson coherence should also be provided. The insights gained from this analysis of the NYS system may be helpful to other states as they move toward standards-based systems.