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ERIC Number: EJ718259
Record Type: Journal
Publication Date: 2005-Sep
Pages: 8
Abstractor: Author
Reference Count: 36
ISSN: ISSN-0731-1745
Social Studies Education in the Age of Testing and Accountability. Invited Testing Policy Perspective
Burroughs, Susie; Groce, Eric; Webeck, Mary Lee
Educational Measurement: Issues and Practice, v24 n3 p13-20 Sep 2005
With 3 years and counting since its inception, the scope and impact of "No Child Left Behind" is now being felt in classrooms across the nation. Although some successes have been identified, concerns about the implementation and expectations of the legislation are emerging. As a result of the legislation's emphasis on the development of standards and assessment systems in reading, mathematics, and science, educators of other core and elective subjects are weighing the impact of being left out of the "No Child Left Behind" formula of testing and accountability. In an attempt to ascertain the perceptions and sentiments of social studies teachers concerning the impact of "No Child Left Behind" and the concomitant issue of state-level testing and accountability policy, a tristate study was conducted. The findings of this research indicate that although elementary, middle, and high school social studies educators recognize the negative consequences of being left out of "No Child Left Behind", they are not convinced that being included would be better for them, their students, or social studies education in general.
Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001