Comparing the Impact of Accountability Examinations on Mississippi and Tennessee Social Studies Teachers' Instructional Practices

Abstract

This study compared the impact of state accountability examinations on social studies teachers' instructional practices. Data were obtained from a survey instrument given to a representative sample of Mississippi teachers who teach the same content tested on their state's high-stakes high school graduation examination and a representative sample of Tennessee teachers who teach the same content tested on their state's relatively lower stakes End-Of-Course examination. An analysis found teachers in both states using a combination of teacher-centered and student-centered instructional practices. But Mississippi teachers' use of instructional practices was most influenced by examination-related factors, whereas Tennessee teachers' use of instructional practices was most influenced by personal-related factors. I use the entire academic year preparing my students for the United States history subject area exam. My choice of instructional delivery and materials is completely dependent on preparation for this test. Therefore, I do not use current events, long-term projects, or creative group/corporate work because this is not tested and the delivery format is not used. All my tests reflect the testing format of the subject area tests—multiple-choice and open-ended questions. This delivery and curriculum format is not used in my other classes (United States Government and Economics). In these nontested classes, I do use a variety of instructional methods and curriculum resources. While I agree with the principle of student/teacher/administrator accountability, … by making the goal of my United States history course the ability to pass the state test, I'm afraid that all meaningfulness and relevancy to history is being lost on my students. As a result, they have a better factual base but a worse conceptual understanding of the subject and what it is good for. A Mississippi high school United States history teacher I try to teach in a manner that will prepare students for college. For me, that's the bottom line. I am sick and tried of hearing about educational accountability and things such as learning expectations, performance indicators, Gateway Tests, and for my course [United States History], the End-of-Course Test. Even though the End-of-Course Test isn't really a high-stakes test such as the Gateway Test because high school graduation doesn't ride on the results of this test, still, the result of this test affect the content I teach, the way I teach, and grade I give students in this course. There is too much game playing in teaching today! There are too many people trying to tell me how to teach; I know how. — A Tennessee high school United States history teacher