Moreover, national accountability policies further compound the
shortfalls in STEM teaching practices. In a review of research
literature on test-based accountability policies in science education,
Anderson (2011) finds a conflict between research grounded,
reform-based efforts and accountability policies based on standard-
ized testing. In this research review, the conclusion from teacher and
administrator perspectives is clear: ‘‘accountability limits time and
effort spent on science, drives the remaining science instruction
toward memorization of facts, and constrains student learning’’
(Anderson, 2011, p. 121).