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Description
(Text)
Reform efforts to address excellence and equity under Goals 2000 and the No Child Left Behind Act are being implemented across the nation and the impact of their efforts on social studies education is evident. Focused efforts and attention have been placed on the knowledge and achievement levels of students in science, technology, engineering, and mathematics (STEM) and literacy areas and on opportunity-to-learn (OTL) conditions necessary for all students to achieve at high levels in these areas. Little knowledge exists about the status of America's students' knowledge and achievement, or their learning experiences, and the linkages between the two, in social studies. Primary purposes of this study were to (a) focus attention on content that is foundational to preparing students to participate in a democratic and diverse society, social studies education; and (b) begin to explore the ways in which OTL conditions are useful for understanding achievement levels attained by studentsoverall, and by subgroup, in addressing equity gaps in such achievement.
(Author portrait)
Bolton, NatalieNatalie Bolton, Ph.D., is the Director of the Office of Civic Education and Engagement at the University of Louisville. Prior educational experiences include serving as a middle school social studies teacher, middle school assistant principal and P-12 state social studies consultant with the Kentucky Department of Education.
