National History Exams and the Discourse of Misconstruction

• In Event: Poster Session 10
  In Poster Session: Politics and Education Poster Session

Abstract

This paper investigates the discourse surrounding the National Assessment of
Educational Progress’s (NAEP) release of its eighth grade United States history exam
results in 2015. Utilizing articles published in all 50 states (both in paper and digital
format), this study examines claims that erroneously disparage NAEP history exam
results and misconstrue their meanings. It analyzes narratives that propose
politically- motivated ‘solutions’ for non-existent problems within social studies
education. This study also advances possibilities for public educators and education
advocates to invigorate and boost discourse by spotlighting social studies students’
empirical successes over the last 20 years.

Authors

• Jay Shuttleworth, Long Island University, Brooklyn

• Timothy Patterson, Temple University