The investigation of Science, Technology, Engineering, and Mathematics (STEM) and the quality of education within and between the four disciplines continues to be a topic of concern throughout the United States. Employers, policymakers and educators have recognized a need for a stronger focus on the quality of STEM education in schools (Becker & Park, 2011). As a critical discipline of STEM, science education in the United States is largely considered deficient and antiquated and studies have shown that K-12 science education reform is a significant need. The Next Generation Science Standards (NGSS) were written to improve K-12 science education and STEM interest and career orientation. The NGSS are focused on transforming the content of K-12 science and align the standards with the knowledge and skills necessary to prepare students for the needs of our society now and into the future. A problem and gap in current research lies within the implementation of the NGSS in United States school systems. The primary purpose of this study was to identify the extent to which the Science and Technology Concepts (STC) curricula used to teach the Pennsylvania Science Standards aligns with the 4th grade NGSS standards. Using the EQuIP Rubric for Science, a tool that guides the measurement of how well lessons and units are designed for the NGSS, this qualitative study evaluated current curricula and drew conclusions and implications for a shift to the NGSS. As outlined in Chapter Five, the analysis and common themes within the three categories of the EQuIP rubric reflected clear evidence that the STC units of study are not aligned with the Next Generation Science Standards particularly with regards to: integration and exploration of phenomena, integration of engineering and design practices, integration between the science and engineering practices (SEPs), disciplinary core ideas (DCIs), and cross-cutting concepts (CCCs), explicit focus on relevance and authenticity, support for differentiation, and support for a coherent and aligned system of assessment. The STC curricula require extensive redesign and supplemental additions to be considered an adequate curricula resource to teach the NGSS standards. The findings of this study could be significant in identifying the existing gaps between the NGSS and current curricula used to teach the Pennsylvania Science Standards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]