Trends in Social Studies Curricula and Graduation Competencies

Abstract

Abstract Perhaps more than any other topic, graduation competencies have recently been the focus of both popular and professional literature about public schooling in America. This article reports questionnaire findings concerning the possible reduction of the breadth and scope of social studies programs in order to allow for more instructional time in the “basic” content areas contained on competency tests. The authors' survey of forty-eight members of the Council of State Social Studies Specialists led them to conclude that minimum competencies in language arts and mathematics are potentially competitive with social studies space and emphasis in the school curriculum and, consequently, that social studies teachers, chairpersons, supervisors, and teacher educators need to become more skilled in the translation of curriculum goals into performance criteria, the identification of competencies, the development and identification of appropriate tests and test items, and the interpretation of test results.