For more than 100 years, the science curriculum in high schools has followed virtually the same sequence: biology, chemistry, and physics. Given the advancements in technology and focus on science and mathematics over the last century, and especially in the last two decades, a change in both the sequencing of science courses and the high school science curricula is long overdue. “Too many high schools are mired in disconnected, fact-loaded, assembly-line modeled curricula and pedagogy that bear no resemblance to the excitement of true scientific inquiry and discovery,” wrote Leon M. Lederman ARISE: American Renaissance in Science Education.

In the preamble to that paper, Lederman asserts schools in the United States are not producing:

Recognizing the need for change in science education, Rhode Island has put itself at the forefront of reform by piloting “Physics First” in six high schools. Physics First is a program that changes the traditional science sequence, beginning with physics in 9th grade , scaffolding concepts learned in the first year to inform instruction in chemistry in 10th grade, followed by a similarly connected 11th grade course in biology.  Underpinning the entire program is an inquiry- based curriculum with engaging laboratory activities. The goals are twofold: to insure all students engage in three years of science study in high school, and to better prepare students to pursue science in college and in careers by infusing students’ minds with higher-order scientific understanding and cognitive skills.

The Rhode Island Economic Development Corporation employed Hezel Associates to undertake an evaluation of the first year of the implementation of Physics First in six schools throughout Rhode Island.  As an external evaluator, Hezel Associates is looking at key program elements including:  implementation of goals and objectives, alignment of physics course content and state science standards, curricular and lab materials, professional development and emerging collaborative relationships between teacher preparation colleges and the high schools. In addition, Hezel Associates will advise stakeholders in the development of a longitudinal evaluation design for the pilots and new adopters.