Where is democracy headed with current performances?
Richard Fulton
School is out and teachers and students, by and large, can spend the summer enjoying their free time and thinking about the next school year.
Teachers, especially, have to think and rethink what they do in the classroom and how to improve student performance.
There are plenty of statistics that can be used to evaluate the impact of school on student learning.
One source for national data is the National Center for Educational Statistics. It sponsors a series of exams over time to find out what kind of progress our students are making in basic areas of learning
As the news tells us daily, America is confronted by serious challenges within a competitive international economic and political environment.
In a democracy, that should mean that the people should be at least basically informed about the workings of American government, as well as the workings of the international environment.
They are not.
And this leads to some very problematical decision-making in these areas and in who should be leading the decision-making.
A 2014 study of the National Center for Educational Statistics called the National Assessment of Educational Progress finds that there is progress in learning by eighth-graders in the areas of science, math and reading as already noted. They are frequently tested at the state level.
The eighth-graders are not doing so well in the social sciences that teach about American democracy and its system of operation, plus the international environment.
In the three areas tested, U.S. history, geography, and civics, there was no progress since the previous study in 2010.
In each area, the NAEP report cites four levels of achievement (or not): Below Basic, Basic, Proficient, and Advanced.
There is little to cheer about for the eighth-graders in the social science areas.
U.S. history achievement (graded from Below Basic to Advanced) are the following: Below Basic (failing if you will), 29 percent; Basic, 53 percent (knocking at the door but not there); Proficient, 17 percent, and Advanced,1 percent.
Not many A’s, if you will.
Geography achievement went like this: Below Basic, 25 percent; Basic, 48 percent; Proficient, 24 percent, and Advanced, a meager 3 percent.
Civics results (these are voters in just three to four years remember): Below Basic, 26 percent; Basic, 51 percent; Proficient, 21 percent; Advanced, 2 percent.
The question is, can we live with this kind of underachievement in understanding American democracy and a world that threatens American prosperity and stability?
I have heard teachers complain that after teaching the tests for science, math and reading, there is little time for the social sciences.
And don’t even ask about the fine arts.
Reports by teachers nationwide indicate this is not as cut and dyed as some want to think. Unless the teachers must report time spent on social science even though that time is mostly on paper.
After all, if time spent is sufficient, then how the subject is taught must be addressed.
Who teaches social sciences?
What were their majors in college?
Are they too busy with other responsibilities (traditionally athletic coaches disproportionately teach social studies)?
If foundation proficiencies are not present in 75-80 percent of eighth-graders, then what can we expect in the way of higher understanding from studies in high school?
From experience I can tell you that basic knowledge of American government is very low for first-and second-year college students as well. Many cannot tell you the three branches of government, let alone what their responsibilities are.
Many more cannot place Germany, Turkey, or Russia on a map, let alone Iran.
Whence the future of democracy then?
