The Complex and Unequal Impact of High Stakes Accountability On Untested Social Studies

Abstract

This article contributes to research on the impact of high stakes accountability on social studies teaching where it is not tested by the state, and addresses the question of what is happening in middle and higher performing versus struggling schools (Wills, 2007). The author presents complex findings from a qualitative study in five California classrooms spanning grades four through seven. Different from previous accounts of social studies under high stakes accountability, teachers in these middle and higher performing, middle class settings were generally satisfied with their social studies teaching. Yet observations revealed that in combination with other factors, accountability did influence social studies gatekeeping, or teachers' curricular-instructional decision making, in both direct and indirect ways. Its impact varied according to school performance status and student demographics, combined with other factors. A few teachers embraced the goals of raising test scores and developing skills in literacy, but in the lowest performing school with the most students of color, academic literacy skills training interfered with exploration of history. The author closes with questions raised by the study and recommendations for future research.

KEYWORDS:

• social studies
• accountability
• curriculum
• gatekeeping
• history education
• testing
• literacy