To Test or Not to Test?: The Role of Testing in Elementary Social Studies A Collaborative Study Conducted by NCPSSE and SCPSSE
Heafner, T., Lipscomb, G., & Rock, T. (2006). To test or not to test?: The role of testing in elementary social studies a collaborative study conducted by ncpsse and scpsse. 1(2), 145-164. doi: www.socstrp.org
The authors, members of North and South Carolina Professors of Social Studies Education, collected data from studying two schools from North and South Carolina where one school tested social studies instruction and other did not. After the study was conducted, evidence show that if students who are tested on the knowledge of social studies are more educated and accountable for their learning.Many educators are concerned that social studies is not being acknowledge as a subject and getting the instructional time in the classroom that it needs. They feel and are pushing for social studies to be a requirement on testing curriculum.
The authors, members of North and South Carolina Professors of Social Studies Education, collected data from studying two schools from North and South Carolina where one school tested social studies instruction and other did not. After the study was conducted, evidence show that if students who are tested on the knowledge of social studies are more educated and accountable for their learning.Many educators are concerned that social studies is not being acknowledge as a subject and getting the instructional time in the classroom that it needs. They feel and are pushing for social studies to be a requirement on testing curriculum.
Don’t reduce social studies
Star-Advertiser Staff. (2011, June 25). Don’t reduce social studies. Honolulu Star-Advertiser. Retrieved from http://www.staradvertiser.com/editorials/20110625_Dont_reduce_social_studies.html?id=124532329
A staff member of the Honolulu Star-Advertiser, reported that the board of Student Achievement Committee, in August of 2011, had pushed a proposal to lower the credit requirement for social studies in public schools. This proposal is targeted to start with the class of 2016 and with its passing there will be a major reduction in history, political science/civics, cultural anthropology geography, and economics. Hawai’i’s public school children were rising to the top and scored above average in knowledge of U.S. history, unfortunately with the passing of this proposal Hawaii school students will again fall behind in the Nation’s Educational Standard.
A staff member of the Honolulu Star-Advertiser, reported that the board of Student Achievement Committee, in August of 2011, had pushed a proposal to lower the credit requirement for social studies in public schools. This proposal is targeted to start with the class of 2016 and with its passing there will be a major reduction in history, political science/civics, cultural anthropology geography, and economics. Hawai’i’s public school children were rising to the top and scored above average in knowledge of U.S. history, unfortunately with the passing of this proposal Hawaii school students will again fall behind in the Nation’s Educational Standard.
Geography for a Flat World
Schachter, R. (2012, June 17). Geography for a flat world. Retrieved from http://www.districtadministration.com/article/geography-flat-world
District administrator, Ron Schachter, talks about the evolution of the concept of geography in schools. Geography is not teaching the same skills as it has in the past, which is what the title of this article references. He gives several statistics that provides evidence of how poorly Americans score to world, and even national, geography. Schachter goes on to describe how that critical points in geography now emphasize how humans effect the world. It is not only important to be able to locate a certain country on the map, but also its historic events and where it places in international affairs. The No Child Left Behind act deterred social studies education, but a range of grade levels at many schools have started integrating geography across the content areas. With the switch the common core standards in effect, geography is fighting to stay in schools.
District administrator, Ron Schachter, talks about the evolution of the concept of geography in schools. Geography is not teaching the same skills as it has in the past, which is what the title of this article references. He gives several statistics that provides evidence of how poorly Americans score to world, and even national, geography. Schachter goes on to describe how that critical points in geography now emphasize how humans effect the world. It is not only important to be able to locate a certain country on the map, but also its historic events and where it places in international affairs. The No Child Left Behind act deterred social studies education, but a range of grade levels at many schools have started integrating geography across the content areas. With the switch the common core standards in effect, geography is fighting to stay in schools.
A Progress Report on Geography
Williams, T. (2011, July 31). A progress report on geography. The New York Times. Retrieved from http://www.nytimes.com/2011/08/01/us/01questions.html?scp=1&sq=geography&st=cse&_r=1
In this article, Timothy Williams interviews Arnold Goldstein, program director for the assessment division of the National Center for Education Statistics, and chairman of the National Assessment Governing Board, David Driscoll. These individuals gave statistics as to how students are performing in geography on standardized testing. In sum, these professionals are saying that American students have somewhat declined since 1994 but their scores are adequate enough to get by. It goes on to make suggestions about what these tests tell us about the American education system as a whole.
In this article, Timothy Williams interviews Arnold Goldstein, program director for the assessment division of the National Center for Education Statistics, and chairman of the National Assessment Governing Board, David Driscoll. These individuals gave statistics as to how students are performing in geography on standardized testing. In sum, these professionals are saying that American students have somewhat declined since 1994 but their scores are adequate enough to get by. It goes on to make suggestions about what these tests tell us about the American education system as a whole.
Why Geography Matters … But Is So Little Learned
McDougall, W. (2003, Spring). Why geography matters … but is so little learned. Retrieved from http://www.fpri.org/orbis/4702/mcdougall.geographymatters.html
Walter McDougall is a professor of international relations at the University of Pennsylvania. He believes that it is important to learn geography in order to learn history, science and humanities. The only way we can prove that geography is important to schools is if we ignore the myths such as geography is boring or it must have social goals to be worth teaching. Once this is accomplished teachers, textbooks and curriculum designers should emphasize topography, place names and map reading. They should also keep geography close with history because much of history is taught best through geography. Lastly, teachers should teach technology and how it has changed over the years.
Walter McDougall is a professor of international relations at the University of Pennsylvania. He believes that it is important to learn geography in order to learn history, science and humanities. The only way we can prove that geography is important to schools is if we ignore the myths such as geography is boring or it must have social goals to be worth teaching. Once this is accomplished teachers, textbooks and curriculum designers should emphasize topography, place names and map reading. They should also keep geography close with history because much of history is taught best through geography. Lastly, teachers should teach technology and how it has changed over the years.