This issue of The Science Teacher (TST) marks our 24th consecutive annual issue devoted to the theme, “Science for All.” Each year this special issue presents ideas and teaching strategies for helping all learners find success in their science classes. The primary goal is to provide instructional methods that can help narrow persistent academic achievement gaps associated with ethnicity, socioeconomic status, gender, physical disabilities, limited English-language proficiency, and learning differences. 

Over the past 24 years TST has presented more than 100 articles about a wide range of issues surrounding access, equity, diversity, and inclusion. Whether your interest is in diversity education, multicultural awareness, equity and inclusion issues, teaching English learners, or simply finding engaging teaching methods for all students, I encourage you to browse the TST online archive, where a simple keyword search will bring up a wealth of timeless articles and still-relevant activities on the Science for All theme.The central mission of the National Science Teachers Association is “to promote excellence and innovation in science teaching and learning for all.” Similarly, the Next Generation Science Standards (NGSS) address “what classroom teachers can do to ensure that the NGSS are accessible to all students,” especially those in the following identified groups:

• economically disadvantaged students,
• students from major racial and ethnic groups,
• students with disabilities,
• students with limited English proficiency,
• girls,
• students in alternative education programs, and
• gifted and talented students. (NGSS Appendix D, p. 25–26).

To this list I would add: students who attend our often crowded, racially segregated, and underfunded inner-city schools, whose plight has been called “the shame of the nation” (Kozol 2006).

Closing America’s educational achieve­ment gaps and inequities could have dramatic social and economic impacts. Shortfalls in academic achievement lead to lower earnings, poorer health, higher rates of incarceration, and a loss of over $1 trillion in annual economic output (McKinsey and Company 2009). 

Persistent educational injustice is a tragedy with dire consequences for both individuals and our nation. Improving schools and providing equitable education for all students must be among our nation’s highest priorities.

References

Kozol, J. 2006. The shame of the nation. New York: Crown Publishers.

McKinsey and Company. 2009. Detailed findings on the economic impact of the achievement gap in America’s schools. https://dropoutprevention.org/wp-content/uploads/2015/07/ACHIEVEMENT_GAP_REPORT_20090512.pdf

NGSS Lead States. 2013. Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press.