Social Studies Under No Child Left Behind?

Yesterday CBS News published an article titled, "Dumbed Down Schools Hurt Students." The article begins, "History, science, and the arts are being de-emphasized by most schools in order to make room for teaching basic reading and math skills, according to a recent study. Who's to blame for this? Critics of reform point to the No Child Left Behind law." As a strong supporter of No Child Left Behind, I'm a bit perplexed about this situation.

I do believe that schools are not paying enough attention to writing, civics, history, science and the arts. Furthermore, I recognize these subject matters are absolutely essential to the creation of smart citizens and productive members of society. To put it simply, if people don't understand civics and the foundations upon which the government of the United States stands that foundation will become significantly weakened. If people don't understand the importance of democracy they cannot consider important public issues. If people don't understand science technological progress will slow down or come to a grinding halt. They must learn this knowledge and skills in school. However, many schools are not teaching it.

Schools are teaching the subject areas that are tested under federal mandate. Educational critics like E.D. Hirsch argue that schools should teach reading by having students read substantive content material. Hirsch makes this argument in his new book, "The Knowledge Deficit." He suggests a wide variety of material including fables, essays about history, scientific information, etc. He argues that schools should develop the highest quality curricula that simultaneously teach students the material that they will be tested on and more. His argument makes sense; however, I don't think its very practical. Simply put, neither textbook companies nor school systems will structure their curricula in this way without external pressure. They'll maintain the status quo, doing what they feel works best, unless they are forced to experiment with other strategies and content. I personally don't blame schools for this. After all, most people do what they think works best.

I do blame the United States government for the way it has structured No Child Left Behind. All major content areas should be assessed. The old dictum, "What is tested is taught," remains true. It's time for the federal government to expand the subject matters that must be taught and assessed.