Inequalities in History-Social Science Teaching under High-Stakes Accountability: Interviews with Fifth-Grade Teachers in California

Abstract

This article contributes new understanding to a small but critical body of research indicating that high-stakes testing in reading/language arts and mathematics is contributing to marginalization of social studies in the elementary school curriculum across the US. It provides evidence from interviews with fifth-grade teachers that the “squeeze” on history-social science occurs disproportionately in low-performing schools with large minority and low-income populations, where curricular mandates prevail. The interviews shed light on elementary teachers' decision-making in history-social science and how it is influenced by state testing, local community pressures, as well as other influences. It indicates the need for more extensive qualitative study and concludes with a research design to guide future investigations.

Citation

Pace, J.L. (2008), "Inequalities in History-Social Science Teaching under High-Stakes Accountability: Interviews with Fifth-Grade Teachers in California", Social Studies Research and Practice, Vol. 3 No. 1, pp. 24-40. https://doi.org/10.1108/SSRP-01-2008-B0002