Since the early 1990's, the education community has been constructing a framework for science literacy that conveys what all students should know and be able to do at certain grade levels. The American Association for the Advancement of Science and National Research Council assert that schools do not need to cover more topics, rather they should focus on trying to foster a deeper understanding of the underlying principles of science. Important unifying themes such as models, systems, and constancy and change are employed to develop key concepts. Less emphasis is placed on the memorization of technical vocabulary.

The Impact of NCLB on Science Education
Translating the vision of science literacy into practice is being tempered by the challenges schools face since the No Child Left Behind Act (NCLB) became law in 2001. As part of the accountability provisions set forth in the law, NCLB establishes the goal of having every child meet state-defined education standards. This overhaul of the Elementary and Secondary Education Act mandates yearly assessments for students in grades 3-8 in reading and mathematics by 2005 and holds schools accountable for students' test results. Some educators believe that the initial emphasis on reading and mathematics has had the unfortunate consequence of further marginalizing science in some districts, particularly at the elementary level. Many people point to the results from the Third International Mathematics and Science Study (TIMSS) and National Assessment of Educational Progress (NAEP) as evidence of neglecting K-12 science instruction. In August of 2003, the National Science Teachers Association issued a release asserting that the low numbers of students reaching the benchmark on the 2003 ACT science test was further proof of this neglect. NSTA president Dr. John Penick stated: We are reaping what we sow. For years, far too many districts have failed to place enough focus on the quality and the amount of science education provided to their students. Schools are reducing or eliminating the science education their students are receiving because of pressure to show achievement in other subjects, such as mathematics and reading. We all know that math and reading skills are critical to students' education, but to put science on the back burner is simply not acceptable. Many school systems recognize that science should not be neglected and are looking for ways to bring science back into the core curriculum. They are also concerned about what will happen in 2007, when states must begin administering science assessments to meet the requirements of No Child Left Behind. So how do we bring science back into the spotlight? How do we improve student achievement in science? Many schools and researchers are examining the relationship between science and language arts and the way programs that are integrating science and language learning are helping students make progress in both subjects.

The Positive Interdependencies of Science and Literacy
In The New Science Literacy, Marlene Thier contends that to do good science, one must possess strong language abilities. The two subjects require a reciprocal set of skills that strengthen students' mastery of science and language arts at the same time. Thier compares the attributes of inquiry-based science programs with the literacy skills a student should possess (2002, p.8). A literate student should be able to:

• note details
• compare and contrast
• predict
• sequence events
• link cause and effect
• distinguish fact from opinions
• link words with precise meanings
• make inferences
• draw conclusions

A Winning Combination
More and more teachers and administrators are looking to programs that combine science and literacy as a way to help students achieve standards in both. While data on the effectiveness of these programs is just emerging, the programs that are reporting improvements typically use inquiry-based activities and science notebooks and offer professional development for teachers. Inquiry-based activities offer ample opportunities for combining literacy and science for obvious reasons. The act of doing science provides a context for developing literacy skills. In Science Workshop, Wendy Saul states, "One engages in science-related reading and writing as one does science. To put it differently, it is in the doing of science, not just the reading about it, that students learn to master the concepts that will enable them to better understand both the reading and writing of expository and procedural text" . Notebooks used in much the same way scientists use them make writing and communicating an integral part of learning science. Notebooks also serve as a formative assessment tool giving teachers better access to their students' thinking. Integrating science and literacy can require teachers to change and adapt their way of teaching scinece. Programs that focus on using notebooks provide one possible path for teachers aiming to integrate literacy and science.

Reference
Saul, W., Reardon, J., Pearce, C., Dieckman, D., & Neutze, D. (2002). Science workshop: Reading, writing, and thinking like a scientist. Portsmouth, NH: Heinemann. Thier, W. (with Daviss, B.). (2002). The new science literacy: Using language skills to help students learn science. Portsmouth, NH: Heinemann.