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Although prescribed standards for science education are the basis for educational reform in virtually all states in the United States, these standards are often problematic. Indeed, an emphasis on prescribed standards often (1) frustrates and inhibits good teachers, (2) marginalizes many at-risk students, (3) produces curricula that ignore fundamental ideas in science (e.g., many states' standards do not mention the word "evolution"), and (4) do not enhance teaching and learning. It is teachers, not prescribed standards, who are the most important ingredient of science education.

Instructors used an electronic response system to enhance student-centered learning in large and small college biology classes. The system worked well to engage students in learning the subject matter and to assess their prior knowledge and misconceptions. It provided useful feedback to students as well as instructors. Problems encountered resulted mainly from not having permanent installation of the hardware components in the large class.

Argues that retention statistics indicate that developmental students have the best chance for success when they attend four-year institutions. Discusses the data relative to a new and more successful model for developmental education that eliminates stand-alone remedial courses and instead embeds remedial education in core curriculum. (Contains 40 references.) (NB)

Presents a study that described the ovarian cycle of the river shiner Notropis blennius in the Mississippi River. Determination of the clutch size of the fishes; Correlation between clutch size and fish size; Relationship between clutch and ovum size.