An old saying reminds us that history helps put current events into context.
Without history, or a working knowledge of social studies, people are prey to spin doctors’ manipulation. Without a history base, citizens can unknowingly make poor choices or opt out of voting. Lawmakers also may be more prone to making bad decisions.
Yet a history-knowledge void is occurring, according to a nationwide test of grades four, eight and 12. The National Assessment of Educational Progress this year released its “U.S. History 2010,” which found only 12 percent of seniors, 17 percent of eighth-graders and 20 percent of fourth-graders achieved “proficient” scores on history exams.
Fourth-graders fell short in understanding the importance of certain colonial jobs, identifying the changes for African-Americans after the Civil War and naming a civil rights goal. Only 56 percent of the fourth-graders had an understanding of freedoms afforded in the Bill of Rights.
Eighth-graders turned in a mixed performance on questions about the Progressive Era, the domestic effect of war, President Richard Nixon’s resignation, and immigration patterns.
Twelfth-graders were challenged by questions on states’ rights dating back to 1832, understanding the role of third parties, the effect of World War II on African-American struggles for civil rights and China’s role in the Korean War.
Only 22 percent of the eighth-graders could identify China as North Korea’s ally in the Korean War.
The average score of 12th-graders in 2010 did not change significantly from 2006 but was higher than in 1994. Fourth-graders at or above basic achievement did not change significantly from 2006 to 2010 but scored higher than 1994. Average scores for eighth-graders were higher in 2010 than previous years. For eighth-graders, the 2010 test did show that the achievement gap narrowed between black and Hispanic students compared with white students.
Nationwide, thousands of students in hundreds of schools took the test, providing a representative sample of student performance on the history exam. The test was set to measure knowledge of American history “in the context of democracy, culture, technology and the changing role of America in the world.”
The faltering student performance on history tests adds to critics’ lament of the 2002 No Child Left Behind law — President George W. Bush’s signature legislation. It stresses that educators teach to the test, which pushes classroom proficiency in reading and math scores.
However, important subjects like history don’t get as much attention because schools and educators are being pushed to raise No Child Left Behind test scores. Distressingly few schools are bettering their marks despite intense work by teachers. Thank goodness President Barack Obama last Friday offered waivers to states on key parts of the law.
Yet educators, students and the community must redouble their efforts to ensure that students’ academic performance goes up.
At the poor pace we’re going, the United States risks losing its standing as a superpower as the current generation of leadership in industry and government hands the controls to their lightly educated replacements.
Lewis W. Diuguid (ldiuguid@) is a member of The Kansas City Star’s editorial board.
