Crowding Out Social Studies: A Longitudinal Examination of National Trends in Instructional Time in Elementary Schools

• In Event: 31.092 - Sheraton Roundtable Session Three - Grand Centre
  In Roundtable Session: 31.092-3 - Trends in Social Studies Teaching

Abstract

Using NCES data from 1999 to 2016, this study compares K-5 teachers’ reports of instructional time distributions across years for English/Language Arts, mathematics, science, and social studies to provide a longitudinal description of the elementary curricular landscape. Allocated time serves as a measure of teachers’ evaluation of core subjects and the value they put on a subject in relation to other subjects. Results confirm that not only is there a significant loss of instructional time (almost one hour of social studies time per week since 1999), but also a declining value of social studies for all elementary children. While national education policy solidified the preeminence of ELA and math, its silence on social studies enabled its erosion in elementary schools.

Authors

• Tina Lane Heafner, University of North Carolina - Charlotte

• Paul G. Fitchett, University of North Carolina - Charlotte

• Tracy C. Rock, University of North Carolina - Charlotte

• Jessica Norwood, University of North Carolina - Charlotte

• Amy Fitchett, Cornelius Elementary School