This report reviews a study of the effects of "Saxon Algebra 1/2" on the mathematics achievement of 8th-grade students and a comparison of textbook content between the intervention and comparison curricula (Crawford & Raia, 1986). Crawford and Raia conducted three analyses with different subsets of the overall sample, but only one…

The revised version of the "National Standards for History in the Schools" is far from perfect, but it is a vast improvement over the original version that was issued in 1994, and it is a great improvement over the social studies programs that are currently offered in most American schools. (SLD)

Reviews the history textbooks "National Standards for World History: Exploring Paths to the Present" and "National Standards for United States History: Exploring the American Experience." The author explains that these texts are not exercises in indoctrination of any socio-political perspective, but stress group and individual…

The revised version of the "National Standards for History in the Schools" does not differ greatly from the original document, which received so much criticism. The revised standards themselves are biased against Western culture and are not suitable as a national guide for state curricula, classroom teachers, and textbook publishers.…

The revision has improved the "National Standards for History in the Schools," but they are still not worthy of endorsement. Every unit is infused with race, class, and gender, with conflict defined as the major theme of American history. These standards will not enhance the study of history. (SLD)

The "National Standards for History in Schools" is nearly racist in its categories in that it concentrates on group identity and the individual nearly becomes a prisoner of ethnic identity. It suffers from the illusion that all historical phenomena deserve equal treatment. (SLD)