Issues and Options in Creating a National Assessment in World History

Abstract

THE NATIONAL ASSESSMENT Governing Board (NAGB) is considering creating a National Assessment of Educational Progress (NAEP) for world history education.' On the surface, a national assessment in world history appears to be a sensible and essentially unproblematic decision. NAGB already has assessments in United States History, Geography, Civics, and Economics (to be tested for the first time in 2006). As a school subject, world history in one form or another appears to be the fastest growing segment of the American school curriculum. Over the past twenty years almost every state has added world history related content to its curriculum at some grade level and in some form. Many require a course in world history for high school graduation. Perhaps the most dramatic indicator of world history's popularity has been the development and growth of the College Board's Advanced Placement (AP) World History course. Tested for the first time in the spring of 2002, the AP World History exam drew the largest first time subscription in