Science learning gaps often begin long before students reach a tested grade, yet science rarely receives the same attention, intervention resources, or evidence-based decision-making as reading and math.

In a new article published by SmartBrief, Steven L. Miller, Ph.D., education researcher, makes the case for a more intentional, research-driven approach to science education. Drawing on research involving more than 33,000 students across 13 school-based datasets, Dr. Miller explores why early intervention, consistent standards-based instruction, and a focus on student mastery are critical to improving science outcomes. His message to district leaders is clear: science education deserves the same urgency, accountability, and commitment to proven results that have transformed literacy instruction. Read more in SmartBrief: https://www.smartbrief.com/original/science-education-needs-its-own-reckoning-with-evidence