NAEP is the National Assessment of Educational Progress. The NAEP is a test administered to high school seniors which are chosen nationwide to assess what they have learned throughout their education so far. The NAEP is given in order to see how all states and cities are doing academically. It compares each state with one another. NAEP educates people on state progress and is used to further improve our schooling systems here in the United States. Results of the NAEP are used to make future decisions about our education system here in the states. The Nation’s Report Card is a way to track each states educational progress. It’s a ninety minute exam that involves core subjects like math, reading, science, writing, economics, U.S. history and …show more content…
In this study researchers examined the National Assessment of Educational Progress in US History assessment data in order to better understand the relationship between classroom and student level variables associated with historical knowledge as measured in the twelfth grade. Examiners found that there were persistent issues of low achievement among all students in US history. US History is the lowest subject among the common core. Research shows that more than ½ of students worldwide are falling below the basic level. (Stedmen, 2009) Examiners also found that the achievement scores between whites and blacks are not far from scores in the 1960s. They believe that this is due to the little change in classroom instruction since then. Classrooms are still teacher centered and traditionally …show more content…
Also, that academic decision can have a large impact on student learning in US History and is imperative. Lastly, the authors believe that both cultural and gender differences should be taken into consideration while examining diverse students opportunity of learning.
The authors understand that the findings from the NAEP-USH aren’t always the best reflection of students learning. Although the NAEP is supposed to measure content knowledge researchers are aware that limitations do exist in terms of how content is interpreted. NAEP- USH assessment data can only be used to give a general base on student academic achievement but cannot be used to make assertions of instructional quality.
After examining the National assessment of educational progress, the authors came to the conclusion that black students are undeserved in US History. They believe that addressing this issue of racial and cultural opportunity gap in social studies should be the central concern. Findings from this study showed that student and school characteristics are huge factors that go side by side with achievement. Examiners believe that instructional decisions are vital for students and can impact a students learning. Examiners also feel that student’s cultural and gender differences should be taken into consideration when examining a student’s opportunity to
Edmund Drago’s book provides a look into one of the first black educational institutions, The Avery Normal Institute in Charleston Virginia. This book discusses how this school was made too elitist, due in large part to the high-class nature of Charleston, Virginia, which segregated the students from the white people of the town as well as the black people of the town. They were separated from the white people because, while they were more elite than the common black citizen, and getting an education, they were also black, so many southern people did not want to socialize with them. Black citizens who did not attend the Avery Normal Institute were not fond of the students there because they struck them as too elitist. Drago’s argument is that the elite nature of this school allowed for the development of black leaders, who were crucial to the later transformation of the town and the destruction of racial barriers so many years later.
Writing Prompt #1 The way we perceive history are through the eyes of those who write it, but we also have no knowledge if they’re being biased or not. In Frances G. Couvares’ work Interpretations of American History, he talks about historiography and how historians write history. This essay will talk about the providential, the rationalist, the nationalist, and the the professional, the four stages that helped shape how we write American history and the importance it has to historiography.
In the article “The Case for Historically Black Colleges and Universities: Understanding Race Relation in the United States Through its HBCUs” written by Priscelle Biehlmann, she uses data to argue that there are more advantages for both black and non-black students when attending a HBCU rather than a Predominately White Institution (PWI). First she discusses the how HBCUs emerged during the Reconstruction Period. Then she highlights the how court cases such as the 1898 Plessy v. Ferguson and 1954 Brown v. Board of Education Supreme Court had an effect on HBCUs. She then transitions by providing distinct advantages Black and non-Black students undergo when attending a HBCU. Biehlmann starts the article discussing the emergence of HBCUs.
From Christopher Columbus to the Pilgrims and Native Americans to the Civil War and slavery, all the way to the present, the author picks apart twelve textbooks, compares them, and shows they are racially and socially biased, and are written by similar authors. Finally, in the last two chapters, Loewen digs into why textbooks continue to teach history this way, and shows some of the effects of giving students the misinformation and lack of important information that our textbooks
He states that textbooks want to keep it simple and do not want their citizens to lose their sense of patriotism by finding out that a past president wasn’t the ideal human being. Thus, students are taught to characterize the lifetime of a figure by only a few of their actions and thus, this minimized version of history wrongly becomes the truth. The article “Why Study
History is a novel idea that has been a continuous idea throughout our time in class. We have gone over what history means to us, the students; as well as the authors and filmmakers we have studied. For me, before this class, History merely meant what we
This lead to black adults being less educated than the majority of white adults. “A white student who completed the eighth grade was almost certainly far ahead of the black child at the same grade level,” (Peter Irons). White students were taught more. The learning
Meredith Broussard explains how standardized testing does not prove a child’s general knowledge nor creative in-depth thinking by stating, “Standardized tests are not based on general knowledge... they are based on specific knowledge contained in specific sets of books: the textbooks created by the test makers” (Broussard). Miner also states that standardized testing, “... leads to a dumbed-down curriculum that values rote memorization over in-depth thinking, exacerbates inequities for low-income students and students of color, and undermines true accountability among schools, parents, and community” (Miner). The assessment of a child should encourage a child to want to learn for the sake of learning. Alternative assessments could address a child’s development and learning process. These evaluations can determine why children are more likely to read behind grade level, instead of highlighting their inabilities.
Imagine the United States in its near future: while a select few successful, affluent and influential people take power over the rest of the country and essentially control the way it operates domestically and internationally, the remainder of the population remains at a state comparable to the Great Depression in the 1930s, where unemployment rates are high, few unskilled jobs are available to the public, and the majority of urban residents are forced to rely on soup kitchens and live in shantytowns. The state of most United States schools today is absolutely atrocious, and should they continue to educate the modern generation of children and teens, a dystopian society is bound to arise in what is now considered one of the most powerful and
History does not always convey the absolute truth. It offers only one side of the story. The strong and powerful voices always drown out the sounds of the weak and beaten. The winner’s word will always be taken over the loser’s. The content that lies within the textbooks was not written by the defeated.
It is, therefore, important to teach this history since it is expected to help these students also learn about themselves in the process. Therefore a creation of a curriculum that will teach black history is expected to have effects where black students understand and appreciate their heritage while white students and students of the other races focus on appreciating and incorporating the ideas shown by history in their day to day lives. This customs them into behaving and appreciating rather than judging and provoking. The curriculum is crucially important since it is expected to create units on literature to history that students can make connections with around the society and in the
Racial inequality in education is predominant in black students and is perpetuated further by educators. A theory that explains this could be the “hidden curriculum” theory which conditions students to believe that their cultural backgrounds must be silenced to resemble the model white student. Studies show that training educators in cultural sensitivity and establishing trust between students and teachers allows students from varying cultural backgrounds to improve in classroom settings. RACE INEQUALITY IN U.S. EDUCATION Considered the “melting pot” of the world due to its high diversity, the United States has been renowned for the varying cultures and races populating the country.
There is a doctor, Thomas Armstrong, that focuses on youth development, and he believes that standardized tests don’t help or let anyone, whether it’s teachers or students, improve. He wrote that “Standardized tests don’t provide any feedback on how to perform better. The results aren’t even given back to the teachers and students until months later, and there are no instructions provided by test companies on how to improve these test scores” (Armstrong). Since the test companies of standardized tests don’t give feedback to teachers and students, it is impossible for them to know what they need to work and improve upon. If students can’t improve their scores, they are stuck either staying in the same spot or downgrading in the education system.
Standardized testing are giving in many areas of the nation According to a article by “The Washington Post” “The study analyzed tests given in 66 urban districts in the 2014-2015 school year. It did not count quizzes or tests created by classroom teachers, and it did not address the amount of time schools devote to test preparation”(Layton Lyndsey). Teachers are being evaluated by students and how well they do on the standardized test. Several states have tied student performance to teacher evaluation. The National Council on Teacher Quality reported in January 2014 that “about
American History Education Reforms The definition as well as the specific parts of accurate American history is a highly debated topic- especially in regards to educating children on American history. In “Let’s tell the Story of All America’s Cultures” by Yuh Ji-Yeon gives her point of view on the controversial topic of the success of American history education. As the author is a Korean immigrant she has a special connection to this topic, and is writing this article to giver her opinion in the debate of reforming education in America. Ji-Yeon successfully persuades the audience that American history education in the United States is discriminatory by using her personal experiences and emotions as she informs the audience of a possible solution