Using data on secondary school social studies teachers (n = 6,702) from the Survey of the Status of Social Studies (S4), a multilevel model, and an Item Response Theory (IRT) analysis, this study examined the associations of state testing policy and school characteristics on secondary social studies teachers' instructional autonomy as it relates…

Since the inception of mandated testing in reading and mathematics, social studies instruction has been marginalized in elementary and middle schools. After the genesis of several state-mandated testing programs and nearly a decade after the launch of the No Child Left Behind legislation, the effects of limited K-8 social studies instruction are…

Using personal narratives and research on teacher "communities of practice," the authors outline a proactive response to high-stakes testing policies that places teacher learning at its center. Although research on the effects of these policies is mixed, the authors are troubled by the ways in which the policies have been used to strip teachers of…

This study questions the belief that little or no social studies is being taught in regular elementary education classrooms. That belief is based on time studies and a body of research that looks at curriculum and teacher interviews and concludes that the social studies time block has been decreased in elementary classrooms, therefore little or no…

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

Discusses the importance of critical thinking for participation in democratic society and identifies the critical thinking skills tested in the eighth grade California Assessment Program. Provides an extensive appendix detailing a critical thinking skills continuum, a glossary of terms, and classroom strategies. (GEA)

Notes that in 1985, California eighth-grade students took the first statewide history-social science test which emphasized critical thinking skills. Contends that these skills are teachable and should be a priority in social studies. Describes three approaches to critical thinking skills assessment and provides three examples. Concludes with…

Describes and illustrates the performance differences observed between boys and girls on California's history-social science assessments. Provides specific recommendations about what classroom teachers can do to help reduce these differences. (GEA)

Discusses the supervisory responsibilities generated by mandated changes in New York State testing procedures in social studies. Points out that the task in providing remediation programs is now more complicated. Discusses state guidelines for needs assessment, in-service training of staff, coordinating and planning for at-risk students, and…

Reviews three software programs produced by textbook publishers that allow teachers to create tests specifically correlated to those texts. Evaluates Norton Testmaker, Diploma IV, and Testmaster according to user-friendliness, editing capability, and variety of test formats. (MJP)

Discusses the teaching of history and social studies in Connecticut. Addresses curricular and teacher certification requirements, continuing education units (CEUs), and mastery testing. Identifies problems and suggests possible alternatives for evaluating tenth grade students' social studies knowledge. Briefly describes the role of the Connecticut…

The Tennessee value-added assessment system (TVAAS) is described. TVAAS is a statistical process measuring the influence which school systems, schools, and teachers have on indicators of student learning. Initially, TVAAS will furnish information at the system level for grades three through eight in math, science, reading, language, and social…

Efforts to improve social studies at the elementary level have not fared well in recent years. Federal demands for greater emphasis on mathematics and reading instruction have had a direct impact on social studies instruction--eroding elementary teachers' time and energy for the subject. In spite of this changing context, many states still test…

Discusses plans for a national testing program and its possible effects on social studies. Expresses concern that the proposed plans avoid the issues of how and by whom curricular content is to be developed and how diversity will be accommodated. Includes discussion of the purposes, fairness, and problems inherent in the American Achievement…

Maintains that California teachers are now responsible for preparing students for the new California Learning Assessment System (CLAS) test. Discusses the multiple choice, written response, primary source, and essay writing sections of the test. Provides suggestions for scoring essays and having students evaluate each other's writing. (CFR)