Sorry Scores in US History: JLF Time to step our teaching of Social Studies, particularly US History. In an exclusive Carolina Journal report from the John Locke Foundation (click here), proficiency scores from two years worth of End-of-Course test data show students scored under 70% proficient in US History. In addition, achievement gaps are present, and that goals between these EOCs and the recently-released National Assessment of Educational Progress (NAEP) are not the same.

An excerpt from the report:

Effective history standards, according to the Fordham Institute, are ones that “acknowledge the key issues and events that comprise the whole American story” while remaining free of presentism as well as overt and covert ideological agendas. The authors concluded that two of the most important reforms would be to teach history as a separate academic subject rather than as a component of social studies and to require teachers have a bachelor’s degree or higher in history, not in education.

North Carolina’s standards, like those of more than two-thirds of the states, promote the notion that the most important thing that students should learn from social studies is to “use their own life experiences” and an “individual and cultural identity” to solve America’s problems.

The image “” cannot be displayed, because it contains errors.  The debate over standards and the disdain for which many educators hold history is reflected in comments by a senior administrator in Durham Public Schools who said that school systems are struggling over what to teach. She said that a curriculum consultant recently told DPS administrators and teachers that much of American history is irrelevant today, advocating that they integrate a more global perspective. To illustrate history’s irrelevancy, the consultant asked them to name a single fact from U.S. history that they use every day.

E.C. 🙂


2 Responses

  1. Maybe the Declaration of Independence and the U.S. Constitution might come up a time or two?

  2. …you would think…

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