NAGT Position Statements
Below you will find a list of positions that NAGT has taken on specific issues that involve the interface between science and society. These positions can be proposed by any member of NAGT and go through a rigorous process of investigation prior to being adopted by the NAGT Council.
Adopted Position Statements
- Teaching Evolution - 1 November, 2006
"The National Association of Geoscience Teachers (NAGT) recognizes that the scientific theory of evolution is a foundational concept of science, and therefore must also be a cornerstone of science education."
- Climate Change - 10 October, 2021
"The National Association of Geoscience Teachers (NAGT) recognizes: (1) that Earth's climate is changing at a rate unprecedented in human history, (2) that present warming trends are both dangerous and primarily the result of human activities, (3) that the greatest drivers of modern climate change are related to our use of energy and land, (4) that teaching climate change, energy use, and land use is a fundamental and integral part of Earth science education, and, (5) the urgency of these issues requires providing learners with skills, knowledge and vision to act immediately and effectively."
- High School Earth Science Instruction - 1 March, 2012
"The NAGT supports robust Earth science instruction in high school and rigorous training of Earth science K-12 teachers."
- The Importance of Dual Credit and Concurrent Enrollment to the Geosciences - May 13, 2015
Joint Statement drafted with the National Earth Science Teachers Association
"Members of the National Earth Science Teachers Association (NESTA) and National Association of Geoscience Teachers (NAGT) advise that it is time to establish new, strong collaborations between high schools and postsecondary institutions around dual credit (courses taught at a high school by qualified high school teachers) and concurrent enrollment (courses taught at two year / four year post-secondary institutions by higher education faculty) Earth science courses."