Community Resources for Science

In response to a growing need for science support, CRS was founded in 1997 by Nicki Norman and Anne Jennings as they learned about challenges classroom teachers were facing around science teaching.  CRS programs and services have evolved over the years in response to teachers’ changing needs and through the guidance of ongoing evaluation and research projects. CRS has built a unique set of resources that increase science teaching (and learning!) in East Bay classrooms.

Our sustainable array of direct services promotes hands-on, interactive, inquiry-driven science and environmental learning experiences for students.  These experiences engage all types of learners, providing opportunities for academic engagement and success that carry over into other content areas.

Through our development of one of the largest scientist-volunteer in-school programs in the nation, CRS has integrated rigorous program evaluation into our practice. With individualized support, CRS offers a unique approach, allowing teachers to find the answers and help they need, when they need it.  Through workshops and Science Resource Field Trips for Teachers in partnership with local science organizations, we also provide opportunities for teachers to network and to share their science teaching success stories and strategies.

Our vision is a community of educators and scientists working together to excite all children about learning through the scientific exploration of the world around them. Community Resources for Science contributes to this vision by weaving connections between the needs of individual teachers and educational resources, while acting as a catalyst to improve the available resources in our community.

So far this year we have worked with 1,000 teachers in 100+ schools, reaching over 30,000 students. CRS draws evidence of the impact of our work primarily from teacher and volunteer observations.  Teachers report that students who are otherwise not succeeding, become transformed when the science visitors present a hands on lesson. Teachers “see” a new way to engage this student, and actively work to include more science activities and content as a way to continue a particular student’s progress. Volunteers report time and again that teachers stop them after their lesson in the hallway to comment that they had never seen a particular student so engaged.

The attention to science education is starting to pay off! Test scores in the districts we serve have been rising. FOSS kits, which are the adopted elementary science curriculum in Oakland and Berkeley schools, provide teachers with a consistent starting point.  Districts are adopting required minutes of teaching time spent on science.

CRS members tell us that CRS support helped them to add science experiences for their students, and year-end surveys indicate these teachers are increasing the amount of time they devote to science in the classroom.

We are a 501(c)3 organization and we rely on the generous donations of our donors to make a difference in tens of thousands of children's lives, inspiring them to be the next generation of thinkers, makers, problem solvers, and leaders! Thank you for your support!