The Effect of Standardized Testing on Historical Literacy and Educational Reform in the U.S.

Autor/in	Maranto, Julie Hisey
Titel	The Effect of Standardized Testing on Historical Literacy and Educational Reform in the U.S.
Quelle	In: Academic Leadership Journal in Student Research, 3 (2015), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-3223
Schlagwörter	Standardized Tests; Educational Testing; Educational Change; History Instruction; United States History; Elementary Secondary Education; Scores; National Competency Tests; Public Education; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Bildungsreform; History lessons; Geschichtsunterricht; Öffentliche Erziehung
Abstract	History, when taught properly, and by instructors who are well grounded in the subject matter, is engaging and enlightening. Presently, through insipid curriculum and lack of class time, generations of students are being deprived of a grasp of American history that gives meaning and depth to the concept of citizenship. This article discusses the history of public education in the United States, which extends back to the earliest days of the nation. Calls for educational reform began almost as soon as the public school system became an established American institution, which resulted in the first standardized test being designed and administered in 1845. The release of the 1983 report, "A Nation at Risk," listed "social studies" as an area that should receive attention, "language, science and mathematics" were the subject areas viewed as most essential to "confidently launch[ing]...children into today's world" ("Education," 1983, p41-42). The release of the report and the ensuing attention it received proved to be the decisive moment at which data collection--almost exclusively in the disciplines of math and reading--became the driving force behind education reform, and the study of history was quickly relegated to a distant secondary status. Time spent on teaching social studies cannot be justified when only math and reading scores determine funding levels, and ultimately, the fate of individual schools. This article explains the following in regard to historical literacy in standardized testing: (1) Score Comparisons; (2) Effects on Curriculum; (3) Opposition; and (4) Test Design Issues. (ERIC).
Anmerkungen	Fort Hays State University. 600 Park Street, Hays, KS 67601. Tel: 785-628-5578; Fax: 785-628-4479; e-mail: editor_alj@fhsu.edu; Web site: http://www.aljinstudentresearch.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01