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PHOTO CREDIT: TONY BAGGETT/STOCK.ADOBE.COM

On the 2022 Nation’s Report Card, aka the National Assessment of Educational Progress (NAEP), most eighth-grade students did not reach the proficient achievement level in math (74%) or reading (69%). Recently, the National Assessment Governing Board and the National Center for Education Statistics released the 2022 NAEP U.S. History and Civics results. Without solid foundational skills in reading and math, it is hard for students to have high achievement in history and other subjects.

Not surprisingly, like the reading and math results, the history and civics results were discouraging and seriously concerning. Most eighth-graders did not reach the proficient level in U.S. history (87%) and civics (79%). About one-third of students lack knowledge about the foundations of the American political system and the roles of citizens in American democracy; they performed below basic in civics.

Basic vs. proficient

The U.S. history assessment measures students’ knowledge and skills. In addition to the more commonly known NAEP data metrics around reading and math, the skills necessary to be successful on the U.S. history assessment mirror some of the key indicators of student success. Those include students’ ability to demonstrate knowledge, perspective, analysis, and interpretation as they relate to U.S. history.

Students at the NAEP basic achievement level should be able to recall historical facts, identify simple historical concepts in primary or secondary sources, understand historical contexts of important events in history, and reach simple conclusions. At the proficient level, students can read and interpret primary and secondary sources to make inferences and draw conclusions. They can evaluate the ideas that spurred historical events (e.g., women’s right to vote).

Students not reaching the basic achievement level should be a source of big concern. The NAEP U.S. history data show that 42% of American eighth-graders (including 64% of Black, 55% of Hispanic, 65% of American Indian/Alaska Native, 70% of students with disabilities, and 80% of English learners) performed below the NAEP basic achievement level. Helping students reach the basic level should be an urgent goal for educators and school leaders to solve the national education crisis.

While 45% of eighth-graders achieved the NAEP basic level in U.S. history, only 13% were at or above proficient in this subject. Being proficient requires students to have sufficient knowledge of U.S. history, as well as critical thinking and analytical skills.

Student engagement and parent support

The NAEP U.S. history survey data show that half of eighth-graders wanted to learn as much as possible about U.S. history, 51% wanted to understand all they can about U.S. history, and 47% wanted to become better U.S. history students. Among these highly motivated students, more than two-thirds performed at or above the NAEP basic achievement level. In contrast, among those who reported not having such motivations, approximately 60% performed below the basic level.

Student engagement in learning at home also contributes to their achievement. About 22% of students reported that they never or hardly ever talk about studies at home. Among these students, more than half performed below the basic achievement level. By contrast, among students who reported that they talk about studies at home two to three times a week (24%), more than two-thirds performed at or above basic. About 28% of students reported that they get social studies homework for almost all the lessons. Among these students, two-thirds performed at or above basic in U.S. history.

Teaching and learning critical thinking and analytical skills

Data show that students who practice critical thinking and analytical skills are more likely to reach the proficient level than their peers who do not. Students who performed at or above the NAEP proficient level often reported that they can do the following:

• Take and defend a position on a historical issue.
• Compare and evaluate different points of view about the past.
• Explain similarities and differences in U.S. history time periods.
• Explain the cause and effect of important U.S. historical events.
• Understand the relationship between two historical events.

Instruction focus and course offerings

Data show that 6% of students have teachers who teach all or most subjects, including social studies. Among these students, more than half performed below basic in U.S. history. By contrast, 54% of students have teachers whose primary responsibility is teaching U.S. history specifically; 61% of these students performed at or above basic.

Approximately 10% of eighth-grade students reported that their schools did not offer a course about U.S. history. By contrast, 5% of students reported studying U.S. history in fifth grade, 9% in sixth grade, 25% in seventh grade, and 71% in eighth grade. About 9% of students reported having integrated social studies in ninth grade. Among students who reported studying U.S. history in sixth, seventh, eighth, and ninth grades, around 60% performed at or above basic.

Many factors contribute to student achievement, but student engagement, parent support, and high-quality curriculum for all students seem to have a significant impact and should be prioritized accordingly.