History and Trends in U.S. High School Science Course Taking

Abstract

Definition

This entry describes high school science course taking in the United States (U.S.). High school science course taking refers to the selection, enrollment, and completion of science-related coursework during grades nine through twelve. It encompasses both the timing, quantity, and the rigor (or level of challenge) of science courses. Science course taking in high school includes both foundational or core courses like biology, chemistry, physics, and environmental science. Students may also take advanced science courses such as Advanced Placement (AP), (International Baccalaureate (IB), career and technical education (CTE) or applied, and dual credit or dual enrollment science courses. Some advanced courses meet core course requirements (e.g., AP Physics). This entry focuses on core science course taking, and the distinction between core or advanced core is beyond its scope. A discussion of CTE and dual credit or dual enrollment science course taking is also beyond the entry’s scope. The significant variability in core high school science course taking and historic unequal distribution of opportunities highlights the need for ongoing monitoring of factors influencing course taking to promote equity in access and outcomes. This entry presents a brief history of standards and graduation requirements surrounding high school science course taking, then briefly reviews science course pathways classifications and current trends in course enrollment and completion. A review of current trends in the context of historical developments can help the high school science education policy and practice field take stock of some of the factors that influence current patterns. The entry is written with a lens towards broadening participation in science, technology, engineering, and mathematics (STEM) fields and equity.