A solid science education program begins by clearly establishing what well-educated youngsters need to learn about this multifaceted domain of human knowledge. The first crucial step is setting clear academic standards for the schools--standards that not only articulate the critical science content students need to learn, but that also properly sequence and prioritize that content. In the light of such standards, teachers at each grade level can clearly see where they should focus their time and attention to ensure that their pupils are on track toward college and career readiness. Thomas B. Fordham Institute, publisher of "The State of State Science Standards 2012," has a long-standing interest in science standards and a history of reviewing them with care and rigor. This article provides analyses of the K-12 science standards currently in place in all 50 states and the District of Columbia, as well as the framework that undergirds the NAEP science assessment. The results of this rigorous analysis paint a fresh--but still bleak--picture. In 27 jurisdictions, the science standards earn a D or below. Yet this very weakness in what states expect of their schools, teachers, and students in science suggests that a purposeful focus on improving--or replacing--today's standards could be a key part of a comprehensive effort to boost science performance. (Contains 3 endnotes.)