In its 2007 report "Critical Path Analysis of California's Science and Mathematics Teacher Preparation System," CCST found that, despite troubling performances of California 4th and 8th graders on national assessments, little attention has been paid to the preparation of elementary school teachers to teach science.

"Data show that teacher quality is one of the most important determinants of student achievement in science," said CCST Executive Director Susan Hackwood. "The problem is that much of the discussion about science and math education focuses on high school, where single subject credentials are required to teach in the various disciplines. Not enough is known about how California teachers are prepared to teach science in the lower grades."

With the support of the Bechtel Foundation, CCST is undertaking a project to provide a descriptive and qualitative review of how elementary school teachers are prepared to teach science. The report will show the gaps between what elementary teachers are supposed to teach according to the state science education standards, and how they are prepared to teach it through accredited teacher preparation programs. The primary audience for the report will be state policymakers and accredited teacher preparation programs that prepare teachers for the multiple subject credential.

"Effective early science education is essential to the success of California's students in later grades," said Hackwood. "With this study, we hope to ensure that the state has the information needed to make that possible."