More than 75 percent of Rhode Island students are failing to grasp key scientific concepts that educators say they should be learning. Just 24 percent scored proficient or better on the first state test in science — a far lower proficiency rate than on similar tests in reading, writing and math.

The blame, say education officials, lies not with the students, but rather with school systems that are failing to cover all the science material required by the state’s more rigorous standards. Too many schools have not matched curriculum to grade-level expectations established by the state Department of Education, and too many teachers are not adequately trained in science, say education officials.

At a news conference yesterday to release the scores, Governor Carcieri and Education Commissioner Peter McWalters called the results sobering, but said they were not a surprise.

Officials said the tests were developed by local teachers focusing on standards students would need to compete in the global economy. To their credit, the teachers did not water down those standards even when it became clear few students would earn a proficient score when the test was administered last spring.

More than 33,000 students in grades 4, 8 and 11 took the 90-minute test for the first time in May. Students were tested in four main areas: earth, life and physical science and inquiry — hands-on science that requires students to analyze, investigate and set up experiments.

For example, fourth graders were asked to predict how different birds find food based on the shape of their beaks. Eighth graders were asked to study a map of the earth’s plates and other geological features to predict what would happen if two specific plates moved toward each other. High school juniors were asked to “use evidence and apply what you used” to analyze how an SUV driven by a student overran an intersection, using such factors as the mass of the vehicle, the condition of the road and the rate of brake application.

The test results varied by grade level, with scores highest statewide at the elementary level — 36 percent scored proficient — and dropping dramatically at the middle and high school levels. Just 18 percent of 8th graders and 17 percent of 11th graders scored proficient or better in science.

Even within districts, results ranged widely. Cranston had two of the highest scoring elementary schools in the state — 80 percent scored proficient at Orchard Farms and 79 percent at Chester W. Barrows. Yet at Hugh B. Bain Middle School and Cranston High School East, just 6 percent of students scored proficient. Scores were higher at the district’s two other middle schools and Cranston High School West.

“We are still looking into it,” said Cranston Supt. M. Richard Scherza. “However, I will say that having a science specialist at the elementary school level was enormously effective.” There is no such position for grades 7-12, he said.

The specialist, whose position was almost eliminated during budget cuts, helped select high-quality science kits and oversaw how they were used in the classroom.

THE GAPS in science scores among urban, so-called urban ring and suburban districts are troubling — a persistent problem Carcieri called “a disgrace.”

Just 7 percent of students in urban districts — Central Falls, Pawtucket, Providence and Woonsocket — scored proficient in science, compared with 24 percent in urban ring communities and 34 percent in suburban districts. Urban ring communities are Cranston, East Providence, Johnston, Newport, North Providence, Warwick and West Warwick.

Proficiency rates were also lower among special-education students, English language learners and low-income students. Just 6 percent of Hispanic students and 8 percent of black students scored proficient, compared with 30 percent of white students.

“It’s a disgrace that so large a number of our youngsters in urban settings are not getting the content they need,” Carcieri said. “We are trying to drive the system to produce higher results for all of our kids. … If we can’t get these kids’ proficiencies up, these kids are doomed.”

Rhode Island has increased its efforts to improve math and science education in recent years, with Carcieri supporting a series of so-called STEM initiatives designed to draw more students into the fields of science, technology, engineering and mathematics. These include a pilot program in six high schools to promote freshman physics and a National Science Foundation grant for $1.2 million to train 100 high school teachers.

Science is considered critical because performance in high school science courses usually predicts whether a student will pursue technology, engineering or science majors in college — and later enter high-tech jobs that are key to Rhode Island’s economy, say officials.

It is difficult to get a clear picture of what is happening in science education across the state. New regulations passed last month by the Board of Regents for Elementary and Secondary Education require high school students to take at least three years of science — up from two years. In 2006, the state Department of Education surveyed high schools. At that time, 29 high schools required three years, 18 high schools required two years, and one, North Smithfield, required four years. Four high schools said they planned to require three years of science by this year and two more said they would require a third year by next year. Two high schools did not respond to the survey.

There are no regulations mandating what science courses must be taught, nor their sequence, although guidelines do lay out what concepts and material students are expected to master before they graduate from high school.

Rhode Island developed the science test — called the New England Common Assessment Program —with New Hampshire and Vermont. While the science portion of the test is given in May, the English and math portions are taken by students in grades 3 through 8 and grade 11 each October.

New Hampshire released its science scores last week. While higher than Rhode Island’s, New Hampshire officials said they were disappointed with the scores — 51 percent of 4th graders scored proficient, 26 percent of 8th graders and 22 percent of 11th graders. Vermont is scheduled to release its scores today, and they are expected to be similar to New Hampshire’s, say Rhode Island education officials.

To see samples of science questions for grades 4, 8 and 11, visit: www.ride.ri.gov/Assessment/Results.aspx and click on Science under the “Released Items” category on the left hand side. Science disparity

The percentage of students proficient on the state science test varied greatly among urban, urban ring and suburban communities — a troubling gap that has shown up on other state tests.

* Urban communities are Central Falls, Pawtucket, Providence and Woonsocket; urban ring communities consist of Cranston, East Providence, Johnston, Newport, North Providence, Warwick and West Warwick.

Source: Rhode Island Department of EducationLocal test scores

More than 33,000 students in grades 4, 8 and 11 took the state’s first-ever science test in May, and results were released yesterday. A district breakdown of the percentage of students proficient on the test:

jjordan@projo.com