The elephant in the classroom: a comparative study of civics end-of-course assessment

Abstract

Purpose

Over the last 40 years, K-12 education has seen a continuous and significant increase in the amount of mandated standardized testing. This rise in standardized testing has led many in the field to question the extent to which these tests are affecting students, teachers and schools. The purpose of this paper is to explore the results of a social studies standardized test, specifically, the Florida Civics End-of-Course assessment.

Design/methodology/approach

Researchers used population data for seventh grade students and aggregated countywide proficiency rates from 2013–2016 for comparative statistical measures. Descriptive statistics and regression analyses were utilized to identify emerging trends using mean proficiency percentages when accounting for race, gender and socioeconomic status.

Findings

Initial findings indicated disparity within each subgroup (R²=0.511 (2013–2014), 0.500 (2014–2015) and 0.456 (2015–2016)). Following an analysis of the results, the conclusion and implications discuss the influence of standardized testing in social studies education.

Originality/value

This is a large-scale project that has never been done.

Citation

Furgione, B., Evans, K., Walker, I. and Russell III, W.B. (2018), "The elephant in the classroom: a comparative study of civics end-of-course assessment", Social Studies Research and Practice, Vol. 13 No. 2, pp. 168-184. https://doi.org/10.1108/SSRP-08-2017-0043