Over the past few months I have written extensively about the the current whooping cough (Bordetella pertussis) outbreak which has reached epidemic levels in areas like the Washington state, and has been considered one of the worst outbreaks in the USA during the past several decades. The outbreak has lead to several deaths here in the USA and in other countries such as the UK. Of course, this outbreak has lead to the blame game from the antivaccination crowd, because they claim that since A) most kids are vaccinated, and B) we’re having this outbreak then C) either the vaccines are useless or are actually the cause of the outbreak. Seriously. They blame the vaccines.
So I decided to search the internet (or just read the comments section of my blog) to find the most popular vaccine denialist arguments regarding pertussis vaccinations, and deconstruct and debunk them. Hopefully, it will be a useful tool for you when you’re engaging a ridiculous argument with one of those antivaccinationists. Of course, I could use the information too. Continue reading “Effectiveness of pertussis vaccines–myth vs. reality”
The anti-vaccine crackpots have Jenny McCarthy, the ex-playmate loudmouth. And Amy Farrah Fowler. Or Charlie Sheen. But now, Rob Schneider, whose career seems to have peaked 10 years ago playing misogynist roles in movies targeted to teenage males, a notoriously thoughtful group, has stepped into anti-vaccine pontificating. His particular brand of ranting is against California’s AB2109, which will allow parents to exempt their children from life-saving vaccines only after consultations with a healthcare provider. Right now, all a parent has to do to get a philosophical exemption to a vaccination is sign a letter. That’s it. No informed consent as to the risks to their child from these childhood diseases nothing. AB2109 does nothing more than require a signature of a physician that they discussed the exemption with the parent. I’m sure the anti-vaccine movement will publish lists of physicians who are opposed to vaccines who will gratefully sign the document for any parent who wants to put their children at risk. Continue reading “Third rate movie stars and the anti-vaccine lunatic fringe”
Recently, the Thomas P Fordham Institute, a private think-tank focused on analyzing and critiquing the US public school system, issued a report regarding the state of each US state’s science education standards across a broad spectrum of qualitative measures from the clarity of the standards to content to rigor of the science. It is an impressive and detailed report analyzing science education state-by-state with links to science education standards and other information. It is worth reading, even just to find out how your state is doing.
[pullquote]Science is the foundation of engineering, biomedical research, and many other fields. Without science, Intel cannot figure out how to make faster processors. Without science, we don’t have better vaccines and cancer treatments. Without science, we have people who think that homeopathy works, or that the world is only 6000 years old, or that acupuncture works. The whole anti-vaccination lunacy requires a complete misunderstanding of science and research.[/pullquote]
The good news
California is one of two states (the other being DC) to get an A on the science report card. As a resident of the Golden State, I’m proud of this news, though I am somewhat concerned that the state of the economy and budget crisis is not going to help in the future. It’s also amazing what DC has done given that it is tiny jurisdiction, and that it received a C in 2005. But since I’m a California, here’s what the report says about my state:
❝The California science standards are truly excellent. The standards themselves are reasonably succinct yet quite comprehensive. This is especially true in high school chemistry, where topics are covered that are rarely seen in other K-12 standards documents. The continuity from grade to grade is superb, thanks in part to the introductory commentary, and context that the state provides, which relate grade- pecific learning to standards that have been covered in earlier grades, and those that will be covered later.❞
Seven other states received B’s. However, if we are to accept a B as an acceptable result for science education in the US, the one area of study that is critical to American economic and technical leadership, then US science education will fall further behind the booming economies in Europe and Asia.
The bad news
Given the above information, 38 states had a C or below grade. In fact, the average “grade” for science education in the US is a C. Average. Mediocre.
Ten states had F grades, which must indicate that they occasionally use the word “science” in a spelling test. Some of these states had F’s in the 2005 report, so they’re not even trying to improve. Even Wisconsin, which has a top-rated university system, received an F for their students. Maybe the University of Wisconsin’s science programs only accept out-of-staters and international students.
Many of the lower performing states don’t even lay out a basic curricula for science.
The variability in standards and implementation is inconsistent across the country. Why should a California child be better trained than one from Alabama? Of course, the result of that science education is that California has a world-class university system (3 of the top 100 universities in the world are UC-Berkley, UCLA, and UC-San Diego) and is the world leader in computer technology. Alabama, of course, has good football teams.
The authors of the study gave a few reasons for the low quality of science education in the US. They listed four reasons that should give us all a reason to worry about the falling science knowledge in this country:
An undermining of evolution. Many of us have been writing about the regular demand by conservative Republican state legislatures to foist creationism on their students. In the famous words of Theodosius Dobzhansky, “nothing in biology makes sense except in the light of evolution.” Evolution is one of the four principles of biology (also including cell theory, genetics, and homeostasis), so without a deep and thorough understanding of evolution, medical research will fall apart. How are we to save lives and treat diseases if students can’t even understand the essentials of biology?
❝Of course, most anti-evolution efforts are aimed more directly at the standards themselves. And these tactics are. far more subtle than they once were. Missouri, for example, has asterisked all “controversial” evolution content in the. standards and relegated it to a voluntary curriculum that. will not be assessed. (Sadly, this marks a step back from that state’s coverage of evolution in 2005.) Tennessee includes evolution only in an elective high school course (not the basic high school biology course). And Maryland includes evolution content in its standards but explicitly excludes crucial points from its state assessment.
Other states have undermined the teaching of evolution by singling it out as somehow not quite as “scientific” as other concepts of similar breadth. A common technique—used to a greater or lesser extent by Colorado, Missouri, Montana, and West Virginia—is to direct students to study its “strengths and weaknesses.”
Far too often, important evolution content is included, but minimally. Some states mention evolution just once in their standards and never revisit it. Others—including. Indiana, Iowa, Kansas, Kentucky, Michigan, and Nebraska— unnecessarily delay it until high school.
Even some of the nation’s best standards subtly undermine. the teaching of evolution. In California, for example, students are told to “understand science, not necessarily [to] accept everything taught.” In New York, students learn that “according to many scientists, biological evolution occurs through natural selection.” (This is not according to “many” but, in fact, all true scientists.)
Finally, conspicuously missing from the vast majority of states’ standards is mention of human evolution—implying that elements of biological evolution don’t pertain to human life. This marks a subtle but important victory for creationists: even states with thorough and appropriate coverage of evolution (e.g., Massachusetts, Utah, and Washington) shy away from linking the controversial term with ourselves. Only four states—Florida, New Hampshire, Iowa, and Rhode Island—openly embrace human evolution in their current science standards. (Pennsylvania, which. referenced human evolution in its previous standards, has omitted it from the more recent version.)❞
Propensity to be vague. Some standards are so unclear and ill-defined that teachers actually have little guidance as to what to teach their students. California, for example, lists out what students should “know” about electricity upon completion of a physics course. Within that list, a good science teacher (like the one I had when I was in high school, who developed my interest in sciences) will create a lesson plan that is both invigorating and builds knowledge. Maybe the intent of some school boards are vague guidelines to inspire independent teaching, but in a subject as critical as the sciences, strict standards are necessary–and good science teachers will use those strict standards to build exciting, challenging and inspiring curricula.
Poor integration of scientific inquiry. Science isn’t all about memorizing muscles, organism names, or how to create the Kreb’s cycle given CO2, H2O and NH3 (my single question in a Biochemistry final exam many years ago). It’s about the scientific method, the critical and analytical process that essentially leads an individual from observations to a scientific theory. It’s how science works, it is what distinguishes it from all other forms of thinking. Apparently, most states don’t guide the teacher on how to provide this type of teaching to their students, a major deficiency.
Where did the numbers go? If evolution is one of the foundations of biology, then mathematics is the foundation of all sciences. Students need algebra, at a minimum. But calculus and statistics needs to be integrated into the teaching, as it is critical to analyzing data and understanding how the data makes sense. Even if someone is going to forsake the sciences for business in college, algebra and calculus are also critical to accounting and finance.
The poor state of science education has effect on everything from the economy to bad medical choices. Science is the foundation of engineering, biomedical research, and many other fields. Without science, Intel cannot figure out how to make faster processors. Without science, we don’t have better vaccines and cancer treatments. Without science, we have people who think that homeopathy works, or that the world is only 6000 years old, or that acupuncture works. The whole anti-vaccination lunacy requires a complete misunderstanding of science and research.
The California Department of Public Health announced this week that there were no whooping cough (pertussis) deaths in California for the first time in 20 years, although there were still over 3000 cases of the infection identified in the state. As a comparison, there 9000 cases and 10 deaths in 2010 in California. The state worked closely with hospitals, schools, doctors and clinics to get more people vaccinated against whooping cough, a bacterial infection that afflicts the respiratory system. Despite the myths that whooping cough is harmless, pertussis can be dangerous to infants because they cannot be fully vaccinated until they are six months old.
Despite the protestations, denialism and disinformation from the anti-vaccination gang, this is evidence of how vaccinations can have a positive impact on the public.