History Organizations Fight to Save Teaching American History Grants

In July, the National Coalition for History (NCH), and ten other NCH members joined forces with over 20 educational organizations representing other K-12 academic disciplines in issuing a statement to Congress and the Administration calling for the continued robust funding of core academic subjects including history. This includes maintenance of discrete budget lines—such as the Teaching American History grants—for each discipline.

One of the major issues facing the new 112th Congress when it convenes in January will be consideration of the Elementary and Secondary Education Act of 1965 (ESEA). The law was last reauthorized in 2001 during the Bush administration under the rubric of the No Child Left Behind Act (NCLB). Since the law’s enactment a major flaw has been the over-emphasis placed on reading and math at the expense of other subjects, such as history.

In fiscal year 2002, due to the leadership of Senator Robert Byrd (D-WV), Congress authorized the “Teaching American History” (TAH) grants program in the Department of Education. Thanks to Senator Byrd, nearly $1 billion of federal dollars have been allocated over the past decade to improve K-12 history education. A child who was in the first grade when the program started in 2001 would now be a junior in high school. So it is no exaggeration to say Senator Byrd’s love of American history has been passed on to an entire generation of America’s school children. Among his many accomplishments, that is one of his greatest legacies. But with his recent passing the program that he nurtured for so long is now in danger.

TAH improves the quality of instruction in American history. Grant awards assist elementary and secondary schools in implementing research-based methods for improving the quality of instruction, professional development, and teacher education in American history. Funds are used for competitive grants that are allocated to local education agencies (LEAs) though funding proposals must include a partnership component with an educational non-profit and/or history-based organization. Advocacy by my predecessor Bruce Craig was instrumental in getting the partnership requirement included into law.

While Congress will not tackle the ESEA reauthorization until 2011, activity has already begun in earnest as numerous hearings have been held throughout 2010 in both houses. Draft bills are currently being developed in the House and Senate in anticipation of early action on the issue next year.

In the case of the Teaching American History grants program, the Obama administration’s fiscal 2011 budget message to Congress called into question the degree to which the program has reached districts and teachers most in need of federally funded professional development and also stressed the need for better evaluation of the program’s effectiveness. One of the issues that has plagued the TAH program since its inception has been the inability to rigorously assess and evaluate whether teachers, and ultimately students, are benefitting from the program.

On March 15, the White House released “A Blueprint for Reform,” which details the administration’s plans for reauthorizing the Elementary and Secondary Education Act. Like NCLB, the reform proposal continues to prioritize reading and math over other subjects.

President Obama’s fiscal 2011 budget request to Congress for the Department of Education proposed consolidating 38 existing K–12 education programs into 11 new programs. Under the administration’s budget request, grants for history education would now be part of a new program called “Effective Teaching and Learning for a Well-Rounded Education.” Teaching American History Grants would be consolidated into this new program and would no longer exist as a free-standing budget line item.

The administration proposed $265 million in funding in fiscal 2011 for the new initiative. Although the fiscal 2011 budget request includes a $38.9 million increase in funding to support teaching and learning in arts, history, civics, foreign languages, geography, and economics, the administration proposes to combine eight subject-specific grant programs into a single competitive grant program.

Unfortunately, under the proposed competitive grant program the various subjects would be pitted against each other for scarce resources. Such an approach could threaten the ability of schools and districts to provide each student with a well-rounded education, a result that seems to be the exact opposite of the administration’s intent.

In years past, the late Senator Byrd always ensured that the program received a stable level of funding, usually around $119 million per fiscal year. In the fiscal 2011 Labor, HHS and Education funding bill (S. 3686) passed in July by the Senate Appropriations Committee, the last one in which Senator Byrd was able to exert his influence, the TAH received level funding of $119 million. The administration had requested zero funding for the program in FY 11, removing it as a separate budget line item.

Given the budget deficit problem, it is expected funding levels for all federal discretionary programs will face major cuts when the administration’s proposed FY 2012 budget is released early next year. In June, Office of Management and Budget Director Peter Orszag issued a directive ordering non-security federal agencies to submit a FY2012 budget proposal five percent below the agency’s FY 11 budget as proposed by the administration. In another directive, agencies were directed to identify for termination or significant reduction of “low priority” programs and subprograms that constitute at least five percent of the agency’s discretionary budget.

In June, a meeting was convened by the ASCD (formerly the Association for the Study of Curriculum and Development), an education membership organization focused largely on K–12 issues. The meeting included representatives from several organizations whose communities would be affected by the Obama administration’s Blueprint for Reform for the reauthorization of the ESEA.

On July 29, the National Coalition for History and 20 major history and education organizations, representing a wide array of subject areas, released consensus recommendations for how the federal government can better support core subjects beyond the No Child Left Behind Act’s singular focus on student performance in reading and math.

The various organizations agreed that discrete funding streams, such as TAH, should be created for each of the disciplines to ensure that each retains federal support individually and that all receive a minimum level of resources reflecting collective support for a well-rounded education. Equally important, they decided, grant competitions should occur within disciplines, not between them.

The organizations endorsing the Well-Rounded Education statement represent hundreds of thousands of educators in the disciplines of history, languages, arts, government and other subjects. The National Coalition for History endorsed the recommendation in addition to ten individual member organizations in the Coalition. These include the American Association for State and Local History, American Historical Association, Association for Documentary Editing, Civil War Preservation Trust, Gilder Lehrman Institute of American History, History Channel, National Council for the Social Studies, National Council on Public History, Organization of American Historians and the Society for Military History. Several other NCH membership organizations have endorsements pending before their leadership and are expected to sign on in the near future.

Over the coming months, the National Coalition for History will be carrying the message to lawmakers and the administration to preserve the Teaching American History grants program.

The text of the recommendation is below:

Consensus Recommendations for a Well-Rounded Education

The Obama administration’s fiscal 2011 budget request and Elementary and Secondary Education Act (ESEA) blueprint propose to consolidate eight grant programs that support teaching and learning in the areas of the arts, foreign languages, civics, history, geography, and economics into a single competitive grant—the Effective Teaching and Learning for a Well-Rounded Education program. This program would be available to high-need school districts, a high-need district in partnership with a state education agency, or a high-need district in partnership with other entities. However, the proposal puts content areas in competition with one another for funding and recognition and, thereby, further reduces the likelihood that students in high-need schools receive a truly comprehensive, well-rounded education.

We believe each student must receive equal access to a credible, comprehensive, and well-rounded education that includes instruction in all core academic subjects delivered at appropriate times throughout the school experience. “Core academic subjects” are defined as those listed in ESEA—English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography. We believe, moreover, that credible and comprehensive instruction should also apply to physical education and health education.

Each of these subjects is crucial to a student’s learning in its own right, and no single subject should be considered more important than another. Indeed, the combination of the subjects and the interrelationship among disciplines enhances learning and understanding for each student. Moreover, a well-rounded education provides students with the academic preparation and knowledge to succeed in the increasingly global marketplace and in our own complex and ever changing society.

A well-rounded education is an absolute necessity for any graduate to be considered college, career, and citizenship ready. Delivery of a well-rounded education must be reflected in standards, assessments, accountability systems, and public reporting of achievement and must take into account the needs of students and the expectations of educators, employers and public officials in the global environment of the 21st century. In addition, flexibility for schools, local districts, and communities to customize education to meet their unique circumstances is essential.

To achieve these goals, the undersigned organizations call upon the Obama administration and Congress to:

1. Include all elements of a well-rounded education in any definition of college-,
career-, and citizenship-ready standards.

2. Maintain discrete funding streams for each of these worthy subject areas to ensure that each retains federal support individually and that all receive a minimum level of resources reflecting collective support for a well-rounded education.

3. Promote grant competitions within disciplines, not among them, which prioritizes underserved or high-need schools and students and emphasizes best practices, scalability, and cross-subject collaboration and integration.

4. Develop a rigorous evaluation process, including significant input from professional educators, to measure the effectiveness of the funded activities and to propose improvements in the respective grant programs.

5. Establish meaningful public reporting and accountability requirements regarding student achievement in each of these disciplines at the school, district, and state level.

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12 thoughts on “History Organizations Fight to Save Teaching American History Grants

  1. Please consider this e-signature my full endorsement and support of this recommendation.

  2. I support maintaining TAH as an independent program for this kind of professional development for American history teachers.

  3. As a retired HS Principal, The importance of American History and the need to support the AH teachers cannot be undertated. I personally observed over the past ten years the improved performance of teachers who were directly served by the TAH program.

  4. I am in favor of maintaining the Teaching American History Grant as it currently stands. While reading and math are critical elements of a good education, history is a critical element of good citizenship and the production of thinking students.

  5. The TAH Grant is critical to exposing public school children of all ages to fundamental primary source based American History. Please save our history.

  6. To Congress and the Administration: I agree to calling for the continued robust funding of core academic subjects including history. This includes maintenance of discrete budget lines—such as the Teaching American History grants—for each discipline.

  7. I have worked with the TAH/History First Grants for nearly five years in Cleveland, Ohio. The knowledge that I have received could never be acquired through reading a book or visiting any website. These proposals will be such a disservice to current and future teachers. Our students (and their children) will be even more impacted in a negative way.

    What a shame if these proposals are enacted.

  8. I have worked with the TAH for 5 year and I support maintaining TAH as an independent program for this kind of professional development for American history teachers. It is an exceptional program that is training our teachers to educate the next generation with the ability think and analysis history to then change our future.

  9. As a secondary social studies teacher I support maintaining TAH as an independent program for professional development. I found information about the grant online and and was disheartened to learn professional development programs may no longer be available through the grant. Professional development is key to becoming a better educator; especially coursework to improve content and critical thinking.

  10. “One of the issues that has plagued the TAH …students, are benefitting from the program”, as a secondary teacher in the TAH grant I think our school statistics could show the benefits. First, Desmond Middle school is one of the 56% of the Madera Unified schools in a Federal Program Improvement status, class size avg 33:1, over 81% Hispanic with 22% English Learners and Per Capita income of $12,415 yet students in social science scored 10% higher – meaning proficient or advanced levels – compared to other schools in the district and 2% higher than California average. Not only has students benefited from the professional development gained through the Fresno TAH grant but we are able to pass the knowledge onto the staff in our professional learning community. One student said it best “I used to hate history, now I love it!”

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