No Longer a City on a Hill: Massachusetts Degrades Its K-12 History Standards. White Paper No. 183

Autor/inn/en	Randall, David; Robbins, Jane; Fitzhugh, Will
Institution	Pioneer Institute for Public Policy Research
Titel	No Longer a City on a Hill: Massachusetts Degrades Its K-12 History Standards. White Paper No. 183
Quelle	(2018), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Elementary Secondary Education; Academic Standards; History Instruction; State Legislation; Social Studies; United States History; Curriculum; Public Education; Common Core State Standards; Citizenship Education; Civics; Educational Change; Teaching Methods; Standardized Tests; Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Landesrecht; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan; Öffentliche Erziehung; Common core curriculum; Curriculum; Kerncurriculum; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Staatsbürgerkunde; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Standadised tests; Standardisierter Test; Master-Studiengang
Abstract	Serious history instruction in K-12 U.S. schools has been in decline for decades. History education in Massachusetts has, until now, fared somewhat better than in the nation at large. In 1993 the commonwealth enacted the Massachusetts Education Reform Act--a bipartisan plan to improve education--which mandated core standards and assessments in history and social science, among other disciplines. The Massachusetts History and Social Science Curriculum Framework (the 2003 Framework) produced under this mandate contained strong, flexible grade-by-grade standards for core essential knowledge. In 2009, the Board of Elementary and Secondary Education (the State Board) suspended the 2003 Framework, and it never went into effect. In 2016, the Massachusetts Department of Elementary and Secondary Education (DESE) instead launched a rewrite of the 2003 Framework, in good measure to realign Massachusetts history education around service-learning and civic engagement. In 2017 the DESE presented the revisions to the State Board, which approved them to be posted for public comment in January 2018. This paper contends that the January 2018 Public Comment Draft of the Massachusetts History and Social Science Curriculum Framework (2018 Revision) eviscerates the 2003 Framework. Among other things, the 2018 Revision eliminates the standards-based and curricular linkage to the already developed Massachusetts Comprehensive Assessment System (MCAS) test for U.S. history, while substituting meaningless expectations for each grade. This paper recommends that the Massachusetts State Board reject the 2018 Revision in its entirety and immediately put into effect both the 2003 Framework and its accompanying MCAS test. [Preface By Paul Reid, co-author with William Manchester.] (ERIC).
Anmerkungen	Pioneer Institute for Public Policy Research. 185 Devonshire Street, Boston, MA 02110. Tel: 617-723-2277; Web site: http://www.pioneerinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01