The New England states have among the highest evolution education standards in the U.S. (letter grade for coverage of evolution in state science standards: Connecticut D, Maine C, Massachusetts B, New Hampshire A, Rhode Island B, Vermont B; Mead and Mates 2009), however only two out of three New Englanders accept evolution (above).
Human evolution is presented in 6th grade social studies Colorado B B Discussion of evolution is good (but see Part II: Colorado for more details).
Demographic data requested for students included gender, ethnicity, grade level, self-rating of knowledge of evolution (Table 2), and whether the student had previously enrolled in a Biology I course.
The Rochester Leadership Academy, which hopes to enroll 436 students in kindergarten through eighth grade, will teach the science of evolution, said John R. Walker, a Rochester business professor who sponsored the application for the school.
This is quite evident in senior biology classes that require mastery of many concepts at the microbiological level, such as DNA replication, transcription and translation, and cell respiration/photosynthesis, and yet remain poorly rooted to fundamental units taught at lower grade levels, like the principles of evolution and the diversity of life.
Students in higher grades also acquired further knowledge of evolution and human evolution, but these were only the minority of students who continued study in secondary schools.
There is a wealth of information about the history and role of standards in science education, a sketch of why state science standards matter to the teaching of evolution, and grades for the coverage of evolution in each state's science standards, with details for a handful of states.
Table 1 Grades and general comments for treatment of evolution in state science standards State Grade Lerner (2000) Current Grade 2009 Description and/or general comments.
Since patients graded the evolution of their own clinical status, this classification was considered as the external criterion for a change to be "clinically important".
In the process of evolution, "to arrive" contracts became standardized with respect to grade and delivery period, with allowances for grade adjustment when the delivered grade happened to be different.
