Idaho flunks history
Idaho got an F.
Unfortunately, we're far from alone.
Released just before Presidents' Day, the "State of State U.S. History Standards" report gave the nation a rather dismal grade for its K-12 curricula in social studies and history in its first evaluation since 2003. Conducted by the Fordham Institute (a nonprofit, conservative think tank for education based in Ohio), the report assessed each state's public school curriculum for rigor, content, clarity and specificity.
Idaho's combined score: 1 of a possible 10 points.
Seventeen other states also received Fs; 10 more including Ohio got Ds. Only seven states received an A/A- (South Carolina, Alabama, California, Indiana, Massachusetts, New York and D.C.).
"I don't think there's any question whatsoever that the students in our institutions of higher education have less grasp, less understanding, less knowledge of American history than ever before. I think we are raising a generation of young Americans who are, to a very large degree, historically illiterate." - Pulitzer Prize-winning historian and college professor David McCullough
The study found no correlation in results with state size, region, or politics. It did find a connection between approach and result. Generally, the study found that history is presented more in concept (prone to bias and ideological distortion) than actual fact, citing problems with overbroad content, sequencing problems, and an overemphasis on the modern period. From the report's Forward:
"Many states with the most smug introductions - touting abstract and un-measurable social studies aims, even as they boast of excellence, thoroughness, and comprehensiveness - have the worst and least substantial standards ... history is not presented chronologically or coherently."
Idaho's standards have overly ambitious objectives and are content-poor, lacking especially in historical context, according to the report's authors Sheldon Stern (Ph.D. History, Harvard) and Jeremy Stern (Ph.D. History, Princeton). Even if mentioned, things are often not explained. Even in modern history too much is "not even touched upon."
For constructive comparison, South Carolina received the highest grade and the only A. This state uniquely has "support texts" for history courses, giving guidance about how to provide context and what details are and aren't essential for explanations/guidance. The report also commended this state on its logical and more appropriate sequencing of content and depth, from elementary through high school.
See the full report and state-by-state summaries at www.edexcellence.net www.edexcellence.net.
Sholeh Patrick, J.D. is a columnist for the Hagadone News Network. E-mail [email protected]