When Benjamin Franklin emerged from Convention’s final work in Philadelphia, a woman asked of him, “Well, Dr. Franklin, what have you given us?” The elder statesman replied, “A Republic, madam - if you can keep it.” Today’s legislators should take heed of Franklin’s admonition, for the ultimate fate of the Republic may well hinge upon their actions. The world’s longest standing Constitution has withstood the tests of Civil War, Fascism, Cold War and countless other challenges. Whether it will continue to stand, Aristotle reminds us, “depends upon the education of youth.” How stands the ship of state today? ‘Not well’ must be everyone’s unqualified answer.
One year after 9/11 a Roper Survey discovered America’s voting age young adults were last among nine nations in correctly identifying the approximate size of this nation’s population. They were last in knowing that Afghanistan was ruled by the Taliban and was about to be invaded by the U.S. for refusing to surrender Osama bin Laden. They were last in being able to locate Russia, Italy, Argentina, Japan on a world map, and were almost last in recognizing the location of their own nation! Almost half of the students believed the majority population in India is Muslim and less than half could correctly identify the location of New York. Since then, numerous surveys attest to the fact our youth more readily recognize the names of the long dead Three Stooges, Snoop Doogy Dog, the members of the Simpson Family and the identities of Beavis and Butthead than can correctly identify key Constitutional Amendments or basic principles of American Government.
National attempts to rectify the problem in the last two Congresses have been in vain. Despite being told that “American History is the nation’s worst subject”, Congress for the last two sessions has neglected to pass a paltry $8 million measure (S860) that would have provided equity for this subject on “The Nation’s Report Card” – the National Assessment for Educational Progress. Although Congress has been able in that last few years to fund about a half billion dollars in training for American History teachers, the one time allocation of $8 million to hold states accountable for what students actually learned in that subject was apparently too costly.
Shall it be said of this generation of lawmakers that for the cost of a few Cruise Missiles our nation literally risks an implosion like the former Soviet Union? Shall our governors never be held accountable for how poorly they equip our nation’s future citizens with the fundamental knowledge and skills necessary to perpetuate this Republic? Despite public education's primary purpose being an informed citizenry, no state’s civic education program has ever been held to the same standards of comparison as that given to such areas as reading, writing, math, science or even teens’ alcohol and drug consumption habits! One can more easily find the last time a typical 13 year-old was offered cocaine in SW Florida than what that student knows about the Constitution or our nation’s past heritage.
And yet Florida continues to promote what is now a tsunami of civic ignorance among youth. In recent years our state was ridiculed by Phyllis Schlafly and condemned on the floor of both the U.S. House and U.S. Senate for its hostility toward civic education. Florida has never known to what extent its students are prepared for citizenship. It seemingly doesn’t care. The legislature has repeatedly refused to amend the state's Pupil Progression Law so that civic understanding may be taken into consideration for grade promotion purposes. The former House Education Committee chair and the current D.O.E. bureaucrat in charge of FCAT have stated in writing that they are opposed any assessment of United States History because due to our ‘diverse population’ it would be ‘almost impossible to assess.” Curiously, various other states and the College Board have successfully been doing this very thing for years.
So where are we today as we celebrate another “Constitution Day”? Well, we’re still a Republic. But for how long? President Reagan warned in his 1989 farewell, “An informed patriotism is what we want. And are we doing a good enough job teaching our children what America is and what she represents in the long history of the world? . . . I'm warning of an eradication of the American memory that could result, ultimately, in an erosion of the American Spirit.”
We are as ignorant today in Florida of this question as we were when Reagan took office. The result of ignoring his warning is that many civic educators today have arrived at the conclusion that the erosion of the American Memory is already well underway. The Florida Legislature can avert this danger to our Republic by requiring an assessment in this vital area of our children’s education -- before it’s too late! Both our children’s future, and that of our Republic rests upon their decision.
Words 816
The writer has been a social studies educator, a former elementary school principal, and serves as Legislative Chair for the Florida Council for the Social Studies. He may be reached at JSBovee@aol.com.
Tuesday, September 2, 2008
Saturday, May 3, 2008
Legislative Goals 2007-2008 -- ONGOING now
FCSS / FASSS
Position Paper on 2007-08 Legislative Issues (These were continued for the future until passage of a comprehensive assessment program for Social Studies for Florida's students.)
Level One Priorities are those immediately pressing needs that the organization is aggressively seeking to secure legislative support for in the coming session. Level Two Priorities represent longer range goals. These allow FCSS / FASSS to take positions supporting other issues when addressing the main priority of the organization.
RECOMMENDATION ONE: Florida Statute 1008.22 should be amended so as to add social studies as an area for statewide assessment. This law should go into effect no later than 2009.
Current status: The case for this is well known. We would be open to a strictly electronic assessment format to reduce fiscal impact, a sufficient percentage sampling of students in each district as opposed to census testing, and other reasonable compromises. Since the Legislature and Commissioner of Education have both called for rigorous end-of-course assessments similar to those for the N.Y. State Regent’s Diploma, we have lobbied key legislative leaders and D.O.E. officials for the purpose of making the American History high school course the next schedule assessment for high school students in Florida.
Priority Level: One
THE FCSS BOARD OF DIRECTORS VOTED TO IMPLEMENT A SINGLE FOCUS FOR THE ACTIVITIES OF THE ADVOCACY COMMITTEE – PASSAGE OF A STATE-WIDE ASSESSMENT PROGRAM FOR SOCIAL STUDIES. As a result, the goals which follow are presented here as secondary issues which teachers may also wish to support.
RECOMMENDATION TWO: FCSS should work with other civic-minded organizations to conduct a statewide campaign to incorporate social studies as part of the FCAT.
Current Status: As a result of efforts by former Governor Bob Graham, Congressman Lou Frey, Chief Justice Lewis and numerous others bills were introduced in the legislature by House and Senate leaders calling for social studies to become part of FCAT.
Priority Level: Two
RECOMMENDATION THREE: FCSS should work with other civic-minded organizations to conduct a statewide survey of student civic and historical knowledge at the elementary and secondary levels, the results of which should be released to the public and the Commissioner of Education.
Current Status: No such survey or assessment has ever been done with large numbers of students in Florida. Sample questions should be based upon N.A.E.P. assessment items and other previously known surveys so that some comparison might be made. Consideration should be given to institutionalizing such a survey for the purpose of annually bringing civic literacy to the state’s attention each September. When possible, the data should be disaggregated by region, gender, grade level, and race/ethnicity. Results should be shared with the Florida’s legislators, various media outlets and the Florida Association of Educational Writers.
Priority Level: Two
RECOMMENDATION FOUR: The state should establish the Florida Commission on Civic Education for the purpose of (1) educating students on the importance of citizen involvement in a representative democracy, and for (2) promoting communication and collaboration among organizations in the state that conduct civic education programs.
Current Status: There are now several organizations with state-wide reach that promote civic understanding – The Florida Law Related Education Association and the Florida Joint Center for Citizenship – which make this priority less critical than in the past.
Priority Level: Two
RECOMMENDATION FIVE: FCSS should continue to take the appropriate steps to communicate with NCSS and other national organizations as well as individual members of Congress on the urgent need for state comparative data regarding this year’s NAEP Civics and US History assessments.
Current Status: Senator Lamar Alexander has for the third time filed legislation (S860, S2721, and S1414) to provide for a pilot assessment of up to ten states to be compared to the national profile which will be obtained from last January’s History and Civics assessments. NCSS during the 110th Congress was able to have Rep. Betty McCollum (D-MN) introduce an identical measure (H6525) in the House of Representatives for which she is securing co-sponsors. As no action was taken on these measures during both sessions of the last Congress, they will have to be reintroduced for a FOURTH time in the 111th Congress when it convenes in 2009/
Priorit Level: One
RECOMMENDATION SIX: We recommend inclusion of “social studies” in the state Student Progression Law (F.S. 1008.25).
Current Status:
- Current law requires educators to review a student’s performance in Reading, Writing, Math, and Science when being promoted from one grade level to the next. Moreover, should a student be found to be deficient in his/her performance in of these core subject areas, parents must be notified and an opportunity for remediation of that content needs to be made available to the student.
- To permit the current law to state that students’ performance in elementary social studies need not even be considered for promotion purposes – when reading, writing, math and science must be – is an intolerable and ominous development for the future civic health of our state and nation. Students must complete three years of successful Social Studies instruction in the Middle Grades and must be remediated before being promoted to the next grade.
Priority Level: Two
RECOMMENDATION SEVEN: The Legislature should require that the Florida Department of Education complete a comprehensive survey on the Status of Social Studies Education in Florida.
Current Status: Due to the lack of data pertaining to student performance in the area of Social Studies and with regard to how districts implement the many legislative mandates under Florida Statute: 1003.42 (Required instruction.), it is imperative that the Florida legislature require the Department of Education to undertake a district analysis of the status of social studies. Two years ago the legislature pass a measure to complete a study on Physical Education throughout the state.
Priority Level: Two
RECOMMENDATION EIGHT: The length of time for which an ESOL student’s F.C.A.T. score should be used for accountability purposes should be extended from two to three years.
Current Status: (TABLED by FCSS in the past although supported by FASSS ) Research states that it takes six or seven years for a student whose native language is different from English to be proficient in reading and writing in our language. Federal guidelines for No Child Left Behind use a three year period of time before such scores are factored into accountability measurements. Florida’s accountability provisions should not be more punitive than federal standards.
Priority Level: Two
RECOMMENDATION NINE: We urge the repeal of the Special Teachers Are Recognized Program.
Current Status: By another statute, Districts must provide differentiated salaries to instructional personal. The S.T.A.R. program was hastily devised and there are not enough reliable or valid measures of student performance to implement it. Through its enactment the legislature has added to the burdens of districts.
Priority Level: Two
Other:
Possibly Recommend the Establishment of a Veteran’s Curriculum Taskforce to consolidate, develop and promote instructional resources related to Florida Statute 1003.42.
Position Paper on 2007-08 Legislative Issues (These were continued for the future until passage of a comprehensive assessment program for Social Studies for Florida's students.)
Level One Priorities are those immediately pressing needs that the organization is aggressively seeking to secure legislative support for in the coming session. Level Two Priorities represent longer range goals. These allow FCSS / FASSS to take positions supporting other issues when addressing the main priority of the organization.
RECOMMENDATION ONE: Florida Statute 1008.22 should be amended so as to add social studies as an area for statewide assessment. This law should go into effect no later than 2009.
Current status: The case for this is well known. We would be open to a strictly electronic assessment format to reduce fiscal impact, a sufficient percentage sampling of students in each district as opposed to census testing, and other reasonable compromises. Since the Legislature and Commissioner of Education have both called for rigorous end-of-course assessments similar to those for the N.Y. State Regent’s Diploma, we have lobbied key legislative leaders and D.O.E. officials for the purpose of making the American History high school course the next schedule assessment for high school students in Florida.
Priority Level: One
THE FCSS BOARD OF DIRECTORS VOTED TO IMPLEMENT A SINGLE FOCUS FOR THE ACTIVITIES OF THE ADVOCACY COMMITTEE – PASSAGE OF A STATE-WIDE ASSESSMENT PROGRAM FOR SOCIAL STUDIES. As a result, the goals which follow are presented here as secondary issues which teachers may also wish to support.
RECOMMENDATION TWO: FCSS should work with other civic-minded organizations to conduct a statewide campaign to incorporate social studies as part of the FCAT.
Current Status: As a result of efforts by former Governor Bob Graham, Congressman Lou Frey, Chief Justice Lewis and numerous others bills were introduced in the legislature by House and Senate leaders calling for social studies to become part of FCAT.
Priority Level: Two
RECOMMENDATION THREE: FCSS should work with other civic-minded organizations to conduct a statewide survey of student civic and historical knowledge at the elementary and secondary levels, the results of which should be released to the public and the Commissioner of Education.
Current Status: No such survey or assessment has ever been done with large numbers of students in Florida. Sample questions should be based upon N.A.E.P. assessment items and other previously known surveys so that some comparison might be made. Consideration should be given to institutionalizing such a survey for the purpose of annually bringing civic literacy to the state’s attention each September. When possible, the data should be disaggregated by region, gender, grade level, and race/ethnicity. Results should be shared with the Florida’s legislators, various media outlets and the Florida Association of Educational Writers.
Priority Level: Two
RECOMMENDATION FOUR: The state should establish the Florida Commission on Civic Education for the purpose of (1) educating students on the importance of citizen involvement in a representative democracy, and for (2) promoting communication and collaboration among organizations in the state that conduct civic education programs.
Current Status: There are now several organizations with state-wide reach that promote civic understanding – The Florida Law Related Education Association and the Florida Joint Center for Citizenship – which make this priority less critical than in the past.
Priority Level: Two
RECOMMENDATION FIVE: FCSS should continue to take the appropriate steps to communicate with NCSS and other national organizations as well as individual members of Congress on the urgent need for state comparative data regarding this year’s NAEP Civics and US History assessments.
Current Status: Senator Lamar Alexander has for the third time filed legislation (S860, S2721, and S1414) to provide for a pilot assessment of up to ten states to be compared to the national profile which will be obtained from last January’s History and Civics assessments. NCSS during the 110th Congress was able to have Rep. Betty McCollum (D-MN) introduce an identical measure (H6525) in the House of Representatives for which she is securing co-sponsors. As no action was taken on these measures during both sessions of the last Congress, they will have to be reintroduced for a FOURTH time in the 111th Congress when it convenes in 2009/
Priorit Level: One
RECOMMENDATION SIX: We recommend inclusion of “social studies” in the state Student Progression Law (F.S. 1008.25).
Current Status:
- Current law requires educators to review a student’s performance in Reading, Writing, Math, and Science when being promoted from one grade level to the next. Moreover, should a student be found to be deficient in his/her performance in of these core subject areas, parents must be notified and an opportunity for remediation of that content needs to be made available to the student.
- To permit the current law to state that students’ performance in elementary social studies need not even be considered for promotion purposes – when reading, writing, math and science must be – is an intolerable and ominous development for the future civic health of our state and nation. Students must complete three years of successful Social Studies instruction in the Middle Grades and must be remediated before being promoted to the next grade.
Priority Level: Two
RECOMMENDATION SEVEN: The Legislature should require that the Florida Department of Education complete a comprehensive survey on the Status of Social Studies Education in Florida.
Current Status: Due to the lack of data pertaining to student performance in the area of Social Studies and with regard to how districts implement the many legislative mandates under Florida Statute: 1003.42 (Required instruction.), it is imperative that the Florida legislature require the Department of Education to undertake a district analysis of the status of social studies. Two years ago the legislature pass a measure to complete a study on Physical Education throughout the state.
Priority Level: Two
RECOMMENDATION EIGHT: The length of time for which an ESOL student’s F.C.A.T. score should be used for accountability purposes should be extended from two to three years.
Current Status: (TABLED by FCSS in the past although supported by FASSS ) Research states that it takes six or seven years for a student whose native language is different from English to be proficient in reading and writing in our language. Federal guidelines for No Child Left Behind use a three year period of time before such scores are factored into accountability measurements. Florida’s accountability provisions should not be more punitive than federal standards.
Priority Level: Two
RECOMMENDATION NINE: We urge the repeal of the Special Teachers Are Recognized Program.
Current Status: By another statute, Districts must provide differentiated salaries to instructional personal. The S.T.A.R. program was hastily devised and there are not enough reliable or valid measures of student performance to implement it. Through its enactment the legislature has added to the burdens of districts.
Priority Level: Two
Other:
Possibly Recommend the Establishment of a Veteran’s Curriculum Taskforce to consolidate, develop and promote instructional resources related to Florida Statute 1003.42.
Friday, May 2, 2008
Patriot's Day Guest Editorial
April 25, 2005
Re: Guest Editorial or Article
Sadly, most of the nation’s newspapers (Education Week included) seemingly ignored an important event that recently involved several of the nation’s noted historians, key Congressional leaders and educators. The National Council for History Education brought these groups together in the nation’s capitol last week to commemorate both “Patriot’s Day” and to call for a national campaign to “Make History Stronger in Our Schools”. That this is needed, no one denies. Kathleen Manzo’s recent article (“Social Studies Losing Out to Reading, Math,” March 15, 2005) accurately described the deplorable state that the subject has come to in the nation’s schools. She cited a litany of problems in the teaching of History, Civics and Social Studies in states such as California, Maryland, Florida, and Illinois.
But it’s worse than this. Knowledge of economics and geography is equally deplorable. Several international surveys now indicate that American young adults possess less knowledge requisite for U.S. citizenship than even their peers from around the world! A Roper Survey for National Geographic conducted in nine countries in 2002, for example, showed American students coming in last in knowing the correct size of our population, identifying which nation gave sanctuary to the Taliban and Osama bin Laden, and even the ability to identify our nation on a world map! Not surprisingly, noted historian David McCullough recently stated that nothing less than “national security” is at stake due to this rising tide of historical and civic ignorance.
Those assembled in the nation’s capitol for “Patriot’s Day” last week put forth a powerful argument for the revitalization of American History. Senator Lamar Alexander has repeatedly stated that based upon National Assessment for Education Progress (N.A.E.P.) results for all academic subjects, “American history is our students worst subject”.
It’s interesting to note that during the confirmation hearing for Margaret Spellings, not a single question was directed to her as to what plans she has for how the Department of Education might reverse this trend. One legislative proposal filed by Senators Alexander and Kennedy to coincide with “Patriot’s Day” -- Senate bill 860 -- may offer a solution. Aimed at the elimination of ‘second-class status” on N.A.E.P. for History and Civics, it would authorize Spelling to spend $5 million to hold up to 10 states accountable for how well they prepare students in History and Civics. Comparisons of states to one another and to a national average have been done for many years in the areas of Math, Reading, Writing and Science at grades four and eight, but these have never occurred in History or Civics. The federal Department of Education actually spends more money annually to collect comparable state data on the extent of teenage drinking, smoking and drug use than that being proposed by S860! This is the second time the bill has been filed by the senators. In the 108th Congress the measure (S2721) never even came up for a vote. Nor was there much of a cry amongst History or Civics educators that it do so. Surprisingly, it was strongly advocated by social studies educators. These folks, perhaps more familiar with the realities of K-12 public education, realize that until you begin to hold some states accountable, History and Civics will continue to lose valuable time and resources. The old adage, “What gets tested is what gets taught,” holds true today more than ever before. I might add, however, “This only happens if you’re keeping score.” In the case of History and Civics, no one is.
It’s easily argued that when states are not held accountable to a national standard, they need mot worry or do much to improve. Take Florida, for example. Governor Jeb Bush and leading legislators serve as commissioners to the Education Commission of the States. One of the main missions of this group is to improve civic education programs. As a result, a subsidiary of this group - the National Center for Learning and Citizenship (NCLC) - has been formed to carry out this mission and to serve as a repository for civics educators. Perhaps not surprisingly, NCLC argues for increased assessment of civic knowledge by local school districts or by the state. It is mute on the idea of granting Civics parity -- by comparing states’ performance in this subject -- with other subjects on N.A.E.P. As a result, Florida politicians who serve on the Education Commission of the States need not worry about how Florida will compare to other states or to a national average. Incredulously, in recent years Governor Bush and these same legislative leaders have signed into law proposals eliminating American History and American Government as required high school courses for all students. Moreover, despite support from the Florida League of Women Voters and from social studies teachers, the legislature has for three years refused to pass a bill which would require districts to take student performance in history/civics/social studies into consideration when children are promoted from one grade to the next. Nor should it be any surprise that none of these subjects are part of the state’s assessment program.
What is surprising is the near total silence on the subject of revitalizing the upcoming 2006 N.A.E.P assessments in U.S. History and Civics by nationally renowned educators – even those with a strong affinity for the civic mission of our schools! Chester Finn and Diane Ravitch, both well known for their heated editorials attacking “social studies” as the primary culprit for today’s decline of historical and civic knowledge, have never argued for a revitalized N.A.E.P similar to that proposed by former Secretary of Education Lamar Alexander. They argue for, among other things, increased history training opportunities for teachers. They miss the fact that by never holding states accountable, nothing will ever change! What many seem to forget is that Congress has appropriated almost $400 million in the last few years for training teachers in the areas of history and civics. While appreciative of this, I’m amazed that Congress has yet to authorize a paltry $5 million to find out how well the states seem to be living up to their civic responsibilities. When 2006 passes, the opportunity to do this again won’t come around in the N.A.G.B. schedule until 2012 (Civics). The next U.S. History assessment isn’t listed on their current schedule, and can be presumed to come until after 2012.
Equally surprising is the lack of Op-Ed articles from leading national educators decrying the proposal by the National Assessment Governing Board (N.A.G.B.) to possibly eliminate future 12th grade assessments in U.S. History, Civics and Geography. These provide our only window on how well we’ve prepared voting age students in these vital subjects. President Bush, who unfortunately once endorsed a delay in the 2001 Civics assessment so resources might be reallocated to Reading and Math, endorsed this new 12th grade plan some time ago. He did so in order that N.A.G.B. could use their resources to consider initiating for the first time statewide comparisons in Reading and Math at grade 12.
If there is a trend, it is the movement to postpone, eliminate or eviscerate any attempt to hold states and students accountable in these vital subjects. There is a dire need to restore History and Civics to their rightful place in public education. In the rush to do so, however, let’s not lose sight of the important need to hold a few states accountable for what our students have learned! Until this happens, things will only get worse!
Jack Bovee
Legislative Chair, Florida Council for the Social Studies
The writer is a 32-year social studies educator, a former elementary school principal, and now the coordinator for K-12 Social Studies in Collier County, Fla.
Re: Guest Editorial or Article
Sadly, most of the nation’s newspapers (Education Week included) seemingly ignored an important event that recently involved several of the nation’s noted historians, key Congressional leaders and educators. The National Council for History Education brought these groups together in the nation’s capitol last week to commemorate both “Patriot’s Day” and to call for a national campaign to “Make History Stronger in Our Schools”. That this is needed, no one denies. Kathleen Manzo’s recent article (“Social Studies Losing Out to Reading, Math,” March 15, 2005) accurately described the deplorable state that the subject has come to in the nation’s schools. She cited a litany of problems in the teaching of History, Civics and Social Studies in states such as California, Maryland, Florida, and Illinois.
But it’s worse than this. Knowledge of economics and geography is equally deplorable. Several international surveys now indicate that American young adults possess less knowledge requisite for U.S. citizenship than even their peers from around the world! A Roper Survey for National Geographic conducted in nine countries in 2002, for example, showed American students coming in last in knowing the correct size of our population, identifying which nation gave sanctuary to the Taliban and Osama bin Laden, and even the ability to identify our nation on a world map! Not surprisingly, noted historian David McCullough recently stated that nothing less than “national security” is at stake due to this rising tide of historical and civic ignorance.
Those assembled in the nation’s capitol for “Patriot’s Day” last week put forth a powerful argument for the revitalization of American History. Senator Lamar Alexander has repeatedly stated that based upon National Assessment for Education Progress (N.A.E.P.) results for all academic subjects, “American history is our students worst subject”.
It’s interesting to note that during the confirmation hearing for Margaret Spellings, not a single question was directed to her as to what plans she has for how the Department of Education might reverse this trend. One legislative proposal filed by Senators Alexander and Kennedy to coincide with “Patriot’s Day” -- Senate bill 860 -- may offer a solution. Aimed at the elimination of ‘second-class status” on N.A.E.P. for History and Civics, it would authorize Spelling to spend $5 million to hold up to 10 states accountable for how well they prepare students in History and Civics. Comparisons of states to one another and to a national average have been done for many years in the areas of Math, Reading, Writing and Science at grades four and eight, but these have never occurred in History or Civics. The federal Department of Education actually spends more money annually to collect comparable state data on the extent of teenage drinking, smoking and drug use than that being proposed by S860! This is the second time the bill has been filed by the senators. In the 108th Congress the measure (S2721) never even came up for a vote. Nor was there much of a cry amongst History or Civics educators that it do so. Surprisingly, it was strongly advocated by social studies educators. These folks, perhaps more familiar with the realities of K-12 public education, realize that until you begin to hold some states accountable, History and Civics will continue to lose valuable time and resources. The old adage, “What gets tested is what gets taught,” holds true today more than ever before. I might add, however, “This only happens if you’re keeping score.” In the case of History and Civics, no one is.
It’s easily argued that when states are not held accountable to a national standard, they need mot worry or do much to improve. Take Florida, for example. Governor Jeb Bush and leading legislators serve as commissioners to the Education Commission of the States. One of the main missions of this group is to improve civic education programs. As a result, a subsidiary of this group - the National Center for Learning and Citizenship (NCLC) - has been formed to carry out this mission and to serve as a repository for civics educators. Perhaps not surprisingly, NCLC argues for increased assessment of civic knowledge by local school districts or by the state. It is mute on the idea of granting Civics parity -- by comparing states’ performance in this subject -- with other subjects on N.A.E.P. As a result, Florida politicians who serve on the Education Commission of the States need not worry about how Florida will compare to other states or to a national average. Incredulously, in recent years Governor Bush and these same legislative leaders have signed into law proposals eliminating American History and American Government as required high school courses for all students. Moreover, despite support from the Florida League of Women Voters and from social studies teachers, the legislature has for three years refused to pass a bill which would require districts to take student performance in history/civics/social studies into consideration when children are promoted from one grade to the next. Nor should it be any surprise that none of these subjects are part of the state’s assessment program.
What is surprising is the near total silence on the subject of revitalizing the upcoming 2006 N.A.E.P assessments in U.S. History and Civics by nationally renowned educators – even those with a strong affinity for the civic mission of our schools! Chester Finn and Diane Ravitch, both well known for their heated editorials attacking “social studies” as the primary culprit for today’s decline of historical and civic knowledge, have never argued for a revitalized N.A.E.P similar to that proposed by former Secretary of Education Lamar Alexander. They argue for, among other things, increased history training opportunities for teachers. They miss the fact that by never holding states accountable, nothing will ever change! What many seem to forget is that Congress has appropriated almost $400 million in the last few years for training teachers in the areas of history and civics. While appreciative of this, I’m amazed that Congress has yet to authorize a paltry $5 million to find out how well the states seem to be living up to their civic responsibilities. When 2006 passes, the opportunity to do this again won’t come around in the N.A.G.B. schedule until 2012 (Civics). The next U.S. History assessment isn’t listed on their current schedule, and can be presumed to come until after 2012.
Equally surprising is the lack of Op-Ed articles from leading national educators decrying the proposal by the National Assessment Governing Board (N.A.G.B.) to possibly eliminate future 12th grade assessments in U.S. History, Civics and Geography. These provide our only window on how well we’ve prepared voting age students in these vital subjects. President Bush, who unfortunately once endorsed a delay in the 2001 Civics assessment so resources might be reallocated to Reading and Math, endorsed this new 12th grade plan some time ago. He did so in order that N.A.G.B. could use their resources to consider initiating for the first time statewide comparisons in Reading and Math at grade 12.
If there is a trend, it is the movement to postpone, eliminate or eviscerate any attempt to hold states and students accountable in these vital subjects. There is a dire need to restore History and Civics to their rightful place in public education. In the rush to do so, however, let’s not lose sight of the important need to hold a few states accountable for what our students have learned! Until this happens, things will only get worse!
Jack Bovee
Legislative Chair, Florida Council for the Social Studies
The writer is a 32-year social studies educator, a former elementary school principal, and now the coordinator for K-12 Social Studies in Collier County, Fla.
Justice O’Connor Again Misses the Big Picture on Civics
Here's 'more of the same' from the former Supreme Court Justice. ("Turning Students Into Citizens" by Justice Sandra Day O'Connor, October 27, 2008.)
As we look to the beginning of a new Presidency and Congress, the National Assessment Governing Board makes preparation for the upcoming 2010 NAEP assessments in Civics and U.S. History. I found it interesting that Justice O'Connor continues to ignore this event. She could not bring herself to utter even one word about the inequity which Civics faces at the national level -- that no state has ever been held accountable for how well it imparts to students the knowledge and skills requisite for effective citizenship. For the umpteenth time she has said not a word, nadda, zip, zero!
I find it a bit amusing to see that Justice O'Connor once again begins with the comment "we are failing to impart civics information . . ." and then proceeds to cite the ever famous survey that revealed kids today know the "Three Stooges" better than they know the "three branches" of government. Although she discusses the 'partial answer' to the problem, I keep wondering when she is ever going to address the 'rest’ of the problem? She never has and apparently never will'.
Justice O’Connor, for what reason would the president's brother, Governor Jeb Bush of Florida, sign into law a measure that once eliminated American Government and American History as graduation requirements for all students? For anyone who needs reminding, it was because Florida wasn't being held accountable on these subjects and they weren't therefore 'important' to his mission of 'raising student achievement.' Although we need to thank O'Connor for once again sharing the awareness that we've lost 'instructional time' to civics (I wonder what caused that to happen?), I resent her contention that the major problem for this crisis is that it's being taught poorly by teachers. Or that it's our 'textbooks’ fault. Or that a half billion dollars in teacher training hasn't been enough to get things 'right' by now. Although we all agree with her statement that it’s too ‘important’ to put on the sidelines, it’s just as obvious that until someone starts to keep score, this subject won’t get much playing time on the field. And even if it does, what will keep it that way?
When she does manage to speak to the impact of national testing in areas other than civics, she seemingly can't even mention the everlasting inequity we face on the NAEP assessments that occur every 4-8 years. Worse, she can’t even seem to mention that these assessments are even coming up again in 2010. (Does she even know this, one wonders?) Two bills in Congress (S1414 and H6525) would address this issue by appropriating $8 million in order that the Department of Education could compare the student achievement scores in grades 8 and 12 in up to 10 states against a national profile – something which is routine for all other core subjects. These bills have languished in committee for the last three Congresses as the situation has only grown worse. Justice Connor missed this opportunity in the last NAEP of 2006 and she cannot seem to depart from the role of being Nero while Rome burns! The time to address the need for such a program is now Justice O’Connor, not the year they are to be administered.
Every governor and every state DOE webpage is filled with references to "The Nation's Report Card," as NAEP is called. It appears that hell will first freeze over before anyone at the national level gets some realistic talking points to Justice O'Connor so that when she takes the Bully Pulpit the next time she might be able to describe what the 'rest’ of the problem is.
How could the 'conspiracy of silence' which began long before the NAEP 2006 assessments took place continue to this day? How can it be that Justice O’Connor and other national civic leaders and historians for the most part remain mute on this issue? Why is it that Congress will once again have to -- for the FOURTH time -- watch as civics and history professional organizations practically ignore legislation that would reform NAEP and quite possibly help serve to turn the tide in restoring our curriculum as a core subject area?
Heaven only knows. Perhaps there really IS a conspiracy to destroy the nation. That makes about as much sense as some of the 'answers' to the above questions.
That's just my two cents.
Jack Bovee
199698 Villa Rosa Loop
Ft. Myers, FL 33967
Phone 239-482-8594 email: JSBovee@aol.com
The writer has been a social studies educator, a former elementary school principal, and serves as Legislative Chair for the Florida Association of Social Studies Supervisors. He may be reached at JSBovee@aol.com.
Lack of National Leadership 2006
Fellow FCSS Folks & Fellow Civic Educators — (sent September 3, 2006)
Here are still more recent articles on the crisis the nation currently is experiencing (and will continue to experience) concerning civic and historical illiteracy. They will soon be most likely consigned to the national dustbin like countless hundreds of similar articles before them.
The file to the left is from about one week ago and is titled "Civic Illiteracy: A Threat to America's Freedom".
The second article from NCSS repeats the same theme.
These are nothing new. I believe I've got about 250 such articles dating back to the time Warren Burger resigned the Supreme Court to give us his "civics lesson". Apparently, he was a poor teacher. Since those days, civic and historical illiteracy have been an ever increasing threat to the nation. Noted historian David McCullough argues it now constitutes the "greatest threat" to America's future. Who among us would disagree?
So what is the plan for improvement? If you read Diane Ravitch's recent column in the September 2005 "History Matters" entitled "A Job For the Legislature" it appears that the solution lies at the state level. She bemoans what is happening in New York, much as Tom Foley remarked in the second file below that "civics should be a part of the curriculum from the earliest grades". Right . . . . sure. Teach civics in every grade. Let's pass a Declaration of Independence Teaching Bill to go along with Sen. Byrd's Constitution Day legislation. Meanwhile, Rome burns.
What these folks have YET to face is that Senate Bill 860 — which will once again DIE in this Congress — is probably the BEST answer to this national problem. It would place History and Civics on an equitable plane with Math, Reading, Writing and Science on the national assessment program known familiarly as "The Nation's Report Card." It would hold the states, the various Education Commissioners and the respective state legislatures such as Ravitch's own New York state accountable for how well they prepare our future citizens. And it would cost a trifling compared to the buckets of money thrown at teacher training over the past few years. Katrina will undoubtedly end the gravy train of such teacher training workshops. Where is the long term benefit?
Why is it that not a single national organization (except NCSS) among all those historical and civic groups have yet endorsed S860? Despite repeated calls from the Florida Council for the Social Studies to all the major national organizations to get behind S860, we've not seen it mentioned in print in paragraph form from these groups even once. No calls for folks to write their Senators or Congressmen urging it be scheduled for a vote. No guest Op Ed pieces from the nation's preeminent leaders in Civics or History on the possible benefits of this legislation. Natta. Zilch. Zero. Where are the editorials and speeches asking Congress to pass this bill? Why is it Ravitch, who served TWO terms on the National Assessment for Educational Progress can't see past her nose on this issue? [The fact she put so many years in the position with NEVER ONCE bewailing the second-class status accorded to these subjects for which she was the 'sitting expert' makes her in my mind, the enemy, not our friend. But that's just my opinion.] Why is it that Chester Finn, who rails against social studies educators from his bastion at the Fordham Foundation can't deign to mention the lack of equity on NAEP as a possible solution to this crisis? Instead these folks often rail against 'social studies' majors like there is some dark conspiracy that social studies is destroying the nation. I can even put up with that nonsense if they would at least MENTION S860 in passing. They can't even do that! (Read Ravitch's paragraph one which she predicts another NAEP catastrophe for civics and history without even alluding to the reason why! If no state is held accountable, then no single governor nor state commissioner of education need worry! (Read the fourth file to see how hypocritical they can be - like Florida's Governor Jeb Bush has proven to be on this issue.) How many of those watching or reading about the testimony David McCulloch and NAGB chairman Charles Smith gave at this summer's hearing on S860 even knew that Smith's own NAGB planned to eviscerate the national assessment of these subjects at grade 12? Or that President Bush has supported this plan? With 'friends' of history and civics such as these, who needs enemies? Yet where is ANY mention of any of this past history in any paper by anyone? Surely, Ravitch and Finn have selected their battles very carefully.
The 2006 NAEP Assessments on History and Civics are currently in the preparation stage while the reform bill sponsored by Senators Alexander and Kennedy languishes in yet another Congress. As of last week it hadn't even been scheduled for a vote. The ten year battle of FCSS to reform NAEP will apparently die in the 109th Congress as it did in the 108th Congress. It will have died because Ivory Towered folks really don't understand what has been driving K-12 education for the last 20 years. It will have died because many of the national groups were more concerned about consulting contracts than they were about restoring equity to our curriculum. It will have died because some leaders were more alarmed over threats to their fiefdoms than they were about the future of this nation. It will have died for many unknown reasons. [Can anyone explain the reason for the deafening silence on this bill from folks who are seemingly concerned about civic and historical literacy?]
I think there will be plenty of blame to go around as to why all the professional groups have lost yet another opportunity to end the second-class status of our curriculum on NAEP.
Neither Hitler nor Stalin could have devised a better plan for our civic undoing. What IS amazing is how many folks like Diane Ravitch can't seem to see beyond their own backyards. All are agreed we have a national problem — where are we with the reasonable national solution of holding states and hence school districts and students responsible for what they know and understand about these vital subjects? Nowhere.
If and when this bill dies, FCSS should raise bloody hell over this debacle and let the chips fall where they may!
Jack Bovee
Naples, Florida
Attach. 1: Civic Illiteracy Threatens America's Freedom
Attach. 2: Another NCSS alert on the harmful effects of NCLB (but which ommited mention of S860)
Attach. 3: Diane Ravitch Article in NCHE "History Matters"
Attach. 4: my Guest Op Ed piece sent to West VA and FL papers opposing "Constitution Day" legislation as meaningless trop
Here are still more recent articles on the crisis the nation currently is experiencing (and will continue to experience) concerning civic and historical illiteracy. They will soon be most likely consigned to the national dustbin like countless hundreds of similar articles before them.
The file to the left is from about one week ago and is titled "Civic Illiteracy: A Threat to America's Freedom".
The second article from NCSS repeats the same theme.
These are nothing new. I believe I've got about 250 such articles dating back to the time Warren Burger resigned the Supreme Court to give us his "civics lesson". Apparently, he was a poor teacher. Since those days, civic and historical illiteracy have been an ever increasing threat to the nation. Noted historian David McCullough argues it now constitutes the "greatest threat" to America's future. Who among us would disagree?
So what is the plan for improvement? If you read Diane Ravitch's recent column in the September 2005 "History Matters" entitled "A Job For the Legislature" it appears that the solution lies at the state level. She bemoans what is happening in New York, much as Tom Foley remarked in the second file below that "civics should be a part of the curriculum from the earliest grades". Right . . . . sure. Teach civics in every grade. Let's pass a Declaration of Independence Teaching Bill to go along with Sen. Byrd's Constitution Day legislation. Meanwhile, Rome burns.
What these folks have YET to face is that Senate Bill 860 — which will once again DIE in this Congress — is probably the BEST answer to this national problem. It would place History and Civics on an equitable plane with Math, Reading, Writing and Science on the national assessment program known familiarly as "The Nation's Report Card." It would hold the states, the various Education Commissioners and the respective state legislatures such as Ravitch's own New York state accountable for how well they prepare our future citizens. And it would cost a trifling compared to the buckets of money thrown at teacher training over the past few years. Katrina will undoubtedly end the gravy train of such teacher training workshops. Where is the long term benefit?
Why is it that not a single national organization (except NCSS) among all those historical and civic groups have yet endorsed S860? Despite repeated calls from the Florida Council for the Social Studies to all the major national organizations to get behind S860, we've not seen it mentioned in print in paragraph form from these groups even once. No calls for folks to write their Senators or Congressmen urging it be scheduled for a vote. No guest Op Ed pieces from the nation's preeminent leaders in Civics or History on the possible benefits of this legislation. Natta. Zilch. Zero. Where are the editorials and speeches asking Congress to pass this bill? Why is it Ravitch, who served TWO terms on the National Assessment for Educational Progress can't see past her nose on this issue? [The fact she put so many years in the position with NEVER ONCE bewailing the second-class status accorded to these subjects for which she was the 'sitting expert' makes her in my mind, the enemy, not our friend. But that's just my opinion.] Why is it that Chester Finn, who rails against social studies educators from his bastion at the Fordham Foundation can't deign to mention the lack of equity on NAEP as a possible solution to this crisis? Instead these folks often rail against 'social studies' majors like there is some dark conspiracy that social studies is destroying the nation. I can even put up with that nonsense if they would at least MENTION S860 in passing. They can't even do that! (Read Ravitch's paragraph one which she predicts another NAEP catastrophe for civics and history without even alluding to the reason why! If no state is held accountable, then no single governor nor state commissioner of education need worry! (Read the fourth file to see how hypocritical they can be - like Florida's Governor Jeb Bush has proven to be on this issue.) How many of those watching or reading about the testimony David McCulloch and NAGB chairman Charles Smith gave at this summer's hearing on S860 even knew that Smith's own NAGB planned to eviscerate the national assessment of these subjects at grade 12? Or that President Bush has supported this plan? With 'friends' of history and civics such as these, who needs enemies? Yet where is ANY mention of any of this past history in any paper by anyone? Surely, Ravitch and Finn have selected their battles very carefully.
The 2006 NAEP Assessments on History and Civics are currently in the preparation stage while the reform bill sponsored by Senators Alexander and Kennedy languishes in yet another Congress. As of last week it hadn't even been scheduled for a vote. The ten year battle of FCSS to reform NAEP will apparently die in the 109th Congress as it did in the 108th Congress. It will have died because Ivory Towered folks really don't understand what has been driving K-12 education for the last 20 years. It will have died because many of the national groups were more concerned about consulting contracts than they were about restoring equity to our curriculum. It will have died because some leaders were more alarmed over threats to their fiefdoms than they were about the future of this nation. It will have died for many unknown reasons. [Can anyone explain the reason for the deafening silence on this bill from folks who are seemingly concerned about civic and historical literacy?]
I think there will be plenty of blame to go around as to why all the professional groups have lost yet another opportunity to end the second-class status of our curriculum on NAEP.
Neither Hitler nor Stalin could have devised a better plan for our civic undoing. What IS amazing is how many folks like Diane Ravitch can't seem to see beyond their own backyards. All are agreed we have a national problem — where are we with the reasonable national solution of holding states and hence school districts and students responsible for what they know and understand about these vital subjects? Nowhere.
If and when this bill dies, FCSS should raise bloody hell over this debacle and let the chips fall where they may!
Jack Bovee
Naples, Florida
Attach. 1: Civic Illiteracy Threatens America's Freedom
Attach. 2: Another NCSS alert on the harmful effects of NCLB (but which ommited mention of S860)
Attach. 3: Diane Ravitch Article in NCHE "History Matters"
Attach. 4: my Guest Op Ed piece sent to West VA and FL papers opposing "Constitution Day" legislation as meaningless trop
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