It’s nothing short of nationally humiliating. I find the title of this article “Students Stumble Again On The Basics of History” to be grossly inaccurate. The title should be “Students Absolutely Bomb American History.”
Fewer than a quarter of American 12th-graders knew China was North Korea’s ally during the Korean War, and only 35% of fourth-graders knew the purpose of the Declaration of Independence, according to national history-test scores released Tuesday.
The results from the National Assessment of Educational Progress revealed that U.S. schoolchildren have made little progress since 2006 in their understanding of key historical themes, including the basic principles of democracy and America’s role in the world.
Only 20% of U.S. fourth-graders and 17% of eighth-graders who took the 2010 history exam were “proficient” or “advanced,” unchanged since the test was last administered in 2006. Proficient means students have a solid understanding of the material.
The news was even more dire in high school, where 12% of 12th-graders were proficient, unchanged since 2006. More than half of all seniors posted scores at the lowest achievement level, “below basic.” While the nation’s fourth- and eighth-graders have seen a slight uptick in scores since the exam was first administered in 1994, 12th-graders haven’t.
One bright spot in the data was the performance of African-American and Hispanic students in fourth and eighth grades. The average score of Hispanic fourth-graders jumped to 198 last year, versus 175 in 1994, which helped shrink the gap with their white counterparts. In eighth grade, black students improved to 250 points in 2010 from 238 in 1994. At the fourth-grade level, the gap between Hispanic and white students was 39 points in 1994 and 26 points in 2010. In eighth grade, the black-white gap narrowed to 23 points in 2010 from 28 in 1994.
The overall lackluster performance is certain to revive the debate about whether history and other subjects, such as science and art, are being pushed out of the curriculum because of the focus on math and reading demanded under the No Child Left Behind federal education law. The federal law mandates that students be tested in math and reading.
Sue Blanchette, president-elect of the National Council for Social Studies, a national association of K-12 and college social-studies teachers, called the results disheartening and said history education has been marginalized in the last decade.
“Everyone is going to participate in civic life by paying taxes, protesting against paying taxes, voting, and we must teach our children how to think critically about these issues,” she said. “Clearly, we are not doing that.”
Obviously, as I’ve stated in previous post, what we are doing in our education system is not working. We are paying more per child and they are coming out of the system dumber and dumber each and every year. We have a system that is telling us we don’t have time for critical thinking skills but find the time to put condoms on bananas, teach our children that little Mary has two mommies and why that must be perfectly acceptable to the rest of America, and indoctrinate them on the evil that is America’s exceptionalism.
In light of this information, I ran across this quote that seemed scarily appropriate given our current circumstances. “I don’t want a nation of thinkers, I want a nation of workers.” That quote is from John D. Rockefeller, the man who helped found the National Education Association.