NSTA recently asked members how science courses were structured in their school districts. Approximately 72% reported their school districts organize science classes as biology first, then chemistry, then physics; 10% report physics first, followed by chemistry and then biology. Seven percent said students did not have to take science courses in a specified order. In addition, 53% reported physics as being offered at two grade levels. More than three-quarters of respondents said Earth science was not required, while more than half said three or more Advanced Placement (AP) science courses were offered, with biology, chemistry, and physics B the most popular options.

Here’s what educators are saying about their preferred sequence for science courses:

Not all students are science oriented…We water down these subjects so all can succeed, so we’re not doing the science kids justice.—Educator, High School, Institution of Higher Learning, New Jersey

I would add a block of integrated passion-driven science investigation during the junior or senior year.—Educator, High School, Maine

I like what we have, except we need to incorporate Earth science more.—Educator, High School, Maine

I teach at an alternative high school with a transient population. By necessity, I teach integrated science, with biology, chemistry, and physics meshed together. Actually, it’s more interesting, since students see the connectedness of everything.—Educator, High School, Pennsylvania

I am pretty much okay with our course sequence [biology, chemistry, physics] as it is. The only negative thing is that most students and counselors think of physics as an elective, not required.—Educator, High School, California

I would keep what we have, with all sciences being included in the grade 10 level, then students branch into the stream that suits them best, with higher achievers having the option to do AP. Some choose all streams, some choose one, but a minimum of grade 11 science is required to graduate.—Educator, High School, Alberta, Canada

I would make Earth science a capstone course instead of putting it in ninth grade. There is so much depth that cannot be accomplished because of the weak background that students who take it currently have in science and math. I think it would be ideal to have chemistry before biology, but many students’ weak math background would not allow this.—Educator, High School, California

I would offer four years of all four sciences at one quarter each. There are concepts in all science subjects that kids can understand better at different maturity levels. Also, I think it would allow kids to better see the connections [among] the sciences, rather than the divisions.—Educator, High School, Maine

I would want some sort of two-year science course that gives students access to Earth, life, and physical science content, as well as engineering and inquiry. I would want this course to prepare students for AP courses.—Other, Elementary, Middle School, High School, Oregon

This is a very difficult question to answer. I wish there were a curriculum that used, say, chemistry in teaching Earth science, or the theme was water and you taught all the topics through that. We need to hook the students’ interest and allow them through labs and research to see how it is applied in the real world; then we add on the in-depth piece for those who are interested or need it.—Educator, High School, Maine