The University of Wisconsin may be a leader in scientific research and education, but a study conducted recently indicates primary and secondary science education in Wisconsin is among the worst in the country.

Along with 15 other states, Wisconsin received an "F" for its K-12 science education standards, the Thomas B. Fordham Foundation said in a release Wednesday, citing a study the group dubbed "The State of State Science Standards 2005."

Kansas earned a grade of "Not Even Failed (F-)" from the foundation; Wisconsin ranked 48th in the United States.

The Fordham Foundation gave each state a letter grade based on an analysis of how well states met science education standards as the United States tries to get up to speed with the provisions set forth by the No Child Left Behind Act.

"The National Academies, Thomas Friedman, and others have called on Americans to 'get serious' about science, but few state standards can fairly be described as serious," Chester Finn, Jr., a foundation spokesperson, said in a release. "We all know that great standards don't guarantee a good education for a state's students, but weak standards make it much less likely."

The study proctors also gave seven states "D's"; nine states and Washington, D.C., received "C's"; and the other 19 states were given "A's" or "B's."

But Peter Hewson, a University of Wisconsin professor of science education, said having proper criteria for a study like the one conducted by the Fordham Foundation is key to producing a credible study. Standardized test scores and graduation rates should also be taken into account for this kind of research, he said.

"I think that the statement with respect to the standards that Wisconsin ranks 48th is obviously a matter of concern," Hewson said, but added people should not jump to conclusions without knowing more about how the study was conducted and what guidelines were used.

Though the foundation gave Wisconsin an extremely low rank and a failing grade, Hewson said science education in the state is not as dire as the report suggests.

"Wisconsin uniformly scores very high with respect to the ACT scores of its graduates," Hewson said. "So that's an indication that Wisconsin's schools are doing pretty well."

Wisconsin's grade dropped two levels from a "C" since the last study was conducted in 2000.

Additionally, the officials conducting the study said 12 states, including Wisconsin, do not adequately teach evolution to students, calling the instructors' efforts "shameful."

"Certainly some states do an awful job addressing evolution, but for the most part, these states also do an awful job addressing science," Paul Gross, a former University of Virginia professor, who led the review, said in a release.

The No Child Left Behind Act has impaired some schools, Hewson said, because instructors are forced to spend too much time preparing students for standardized tests, thus sacrificing some aspects of education.

"When these are the things that count, it really begins to narrow the curriculum," Hewson said.