H.R. 6525House110th Congress (2007-2009)In Committee

American History and Civics Achievement Act

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HouseIntro Referral Latest Action

Referred to the House Committee on Education and Labor.

Education and Workforce Committee

July 16, 2008

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HouseIntro Referral

Introduced in House

July 16, 2008

HouseIntro Referral

Referred to the House Committee on Education and Labor.

Education and Workforce Committee

July 16, 2008

Floor Debate

1 member

What members said about H.R. 6525 on the floor

1 Democrat

Rep. Betty McCollumD-MN-4 · Jul 25, 2008

Madam Speaker, last week I introduced the American History and Civic Achievement Act to renew our national commitment to teaching history and civics in America's schools. This legislation is a…

Madam Speaker, last week I introduced the American History and Civic Achievement Act to renew our national commitment to teaching history and civics in America's schools. This legislation is a companion to S. 1414, a bill authored by Senators Kennedy and Alexander, and it will help ensure that our schools maintain their important civic role in creating the next generation of engaged and informed citizens.

Social studies education is a vital mission of our public schools. With our rapidly changing world and all the challenges we must face as an international community, it is more important than ever that children grasp basic concepts about history, civics, geography and economics. These core disciplines help students understand the world today and give them the ability to think about possibilities for making things better tomorrow.

It is alarming that studies indicate that too many students do not know history and geography or understand basic facts about government and economics. According to the most recent National Assessment of Education Programs (NAEP) for U.S. History and Civics, nearly 75 percent of eighth graders cannot explain the historical importance of the Declaration of Independence. Even more eighth graders do not know why America was involved in the Korean War or how the fall of the Berlin Wall affected U.S. foreign policy.

These trends threaten the future vitality of our democracy. While we are making some progress thanks to the hard work of many history and civics teachers in classrooms across America, we must do more. Additionally, underfunding is prompting many school districts to cut resources for social studies instruction.

H.R. 6525 takes important steps to improve social studies education by making changes to the National Assessment of Education Programs (NAEP). This continuing assessment, also known as ``The Nation's Report Card,'' can currently evaluate social studies subjects--but only ``to the extent time and resources allow.'' While social studies testing is on the NAEP schedule, it has recently been targeted for elimination due to funding challenges. My legislation protects this important study in several ways: Requires a national assessment of students in American history under the NAEP at least every four years; creates new 10-state pilots to assess history and civics under NAEP to provide quality information and comparable results across states for educators; provides funding to ensure a quality assessment.

This legislation will allow more effective analysis of social studies in classrooms across America. The future of our democracy relies on having well-educated, highly skilled citizens with the ability to think critically, which is why I urge my colleagues to support this legislation.

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Introduced in HouseIssued July 16, 2008

110th CONGRESS

2d Session

H. R. 6525

IN THE HOUSE OF REPRESENTATIVES

July 16, 2008

Ms. McCollum of Minnesota (for herself and Mr. Walz of Minnesota) introduced the following bill; which was referred to the Committee on Education and Labor

A BILL

To amend the National Assessment of Educational Progress Authorization Act to require State academic assessments of student achievement in United States history and civics, and for other purposes.

Short title

This Act may be cited as the American History and Civics Achievement Act.

Findings

Congress finds that—

(1)

the 2006 National Assessment of Educational Progress assessments in United States history and civics demonstrated high percentages of students scoring below basic even though there were increases in scores, particularly for lower-performing students, compared to previous such assessments;

(2)

in the 2006 National Assessment of Educational Progress assessment in United States history—

(A)

30 percent of students in grade 4 scored below basic, 35 percent of students in grade 8 scored below basic, and 53 percent of students in grade 12 scored below basic;

(B)

a 31 point achievement gap exists for students in grade 4 who are from low-income families, as compared to students in grade 4 who are from high-income families, a 32 point achievement gap exists between black and white students in grade 4, and a 30 point achievement gap exists between white and Hispanic students in grade 4;

(C)

86 percent of students in grade 12 could not explain a reason for United States involvement in the Korean War;

(D)

99 percent of students in grade 8 could not explain how the fall of the Berlin Wall affected United States foreign policy; and

(E)

76 percent of students in grade 4 could not explain why early American pioneers settled on the western frontier;

(3)

in the 2006 National Assessment of Educational Progress assessment in the United States civics—

(A)

27 percent of students in grade 4 scored below basic, 30 percent of students in grade 8 scored below basic, and 34 percent of students in grade 12 scored below basic;

(B)

a 29 point achievement gap exists for students in grade 4 who are from low-income families, as compared to students in grade 4 who are from high-income families, a 25 point achievement gap exists between black and white students in grade 4, and a 26 point achievement gap exists between white and Hispanic students in grade 4;

(C)

72 percent of students in grade 8 could not explain the historical purpose of the Declaration of Independence; and

(D)

57 percent of students in grade 12 were unable to describe the meaning of federalism in the United States;

(4)

America’s past encompasses great leaders and great ideas that contribute to our shared heritage and to the principles of freedom, equality, justice, and opportunity for all;

(5)

an appreciation for the defining events in our Nation’s history can be a catalyst for civic involvement; and

(6)

the strength of American democracy and our standing in the world depend on ensuring that our children have a strong understanding of our Nation’s past.

Amendment to the National Assessment of Educational Progress Authorization Act

Section 303(b) of the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9622(b)) is amended—

(1)

in paragraph (2)(D), by inserting (with a priority in conducting assessments in history not less frequently than once every 4 years) after subject matter; and

(2)

in paragraph (3)(A)—

(A)

in clause (iii)—

(i)

by inserting except as provided in clause (iv), before may conduct; and

(ii)

by striking and after the semicolon;

(B)

by redesignating clause (iv) as clause (v); and

(C)

by inserting after clause (iii) the following:

(iv)

shall conduct trial State academic assessments of student achievement in United States history in grades 8 and 12 in not less than 10 States representing geographically diverse regions of the United States and in civics in grades 8 and 12 in not less than 10 States representing geographically diverse regions of the United States (with a priority given to conducting assessments in United States history); and

National Assessment Governing Board

Section 302(e)(1) of the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9621(e)(1)) is amended—

(1)

in subparagraph (I), by striking and after the semicolon;

(2)

by redesignating subparagraph (J) as subparagraph (K);

(3)

in the flush matter at the end, by striking subparagraph (J) and inserting subparagraph (K); and

(4)

by inserting after subparagraph (I) the following:

(J)

in consultation with the Commissioner for Education Statistics, identify and select the States that will participate in the trial State academic assessments described in section 303(b)(3)(A)(iv); and

Authorization of appropriations

Section 305 of the National Assessment of Educational Progress Authorization Act (20 U.S.C. 9624) is amended—

(1)

by redesignating subsection (b) as subsection (c); and

(2)

by inserting after subsection (a) the following:

(b)

History and civics assessments

There are authorized to be appropriated—

(1)

$7,000,000 for each of fiscal years 2008 and 2009 to carry out sections 303(b)(3)(A)(iv) and 302(e)(1), of which not more than $500,000 for each fiscal year shall be available to carry out section 302(e)(1); and

(2)

such sums as may be necessary to carry out such sections for each succeeding fiscal year.

Conforming amendment

Section 113(a)(1) of the Education Sciences Reform Act of 2002 (20 U.S.C. 9513(a)(1)) is amended by striking section 302(e)(1)(J) and inserting section 302(e)(1)(K).