Effects of the State Accountability System on Social Studies in Texas Schools

Abstract

This mixed methods study of explanatory sequential design researching two elementary and two middle school campuses will present information on the amount of instructional time allotted to social studies in Texas schools and whether integrating social studies instruction with another subject, is feasible and produces positive assessment results. The research presents quantitative and qualitative data, seeking to identify trends within 3rd, 4th, and 5th grade classrooms around the subject of social studies. Data were analyzed using interviews, observations, lesson plans, and surveys as well as assessment results to determine results. The results of this research will be used to inform educators of the need for dedicated social studies instruction and how it can be integrated into a campus schedule.