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O  =R  Research Report Prepared By Dr Patrick C. Coggins, Ph.D, J.D, LLD (Hon.). Founder / Director of the Multicultural Education Institute. Stetson University Deland, Florida E-mail: pcoggins@stetson.edu January 2007 <>0AcknowledgementsSpecial thanks is given to Mr. Jason Caros for his leadership and persistence during this research project. Special thanks to Ted Banton for his attention to details and the stats. Special thanks to Jack Bovee whose persistence and review of the draft report was helpful. Special thanks to the 9 school districts, Superintendent, and the Social Studies supervisors who participated in the study. Of course, a special thanks to all Social Studies supervisors who made this study a priority agenda item for FASSS. P Background / Rationale for StudyDuring the October, 2006 meeting of FASSS in Miami, Florida, concern arose over the reduction of time devoted to Social Studies in the elementary schools due to the emphasis on FCAT subjects i.e. Language Arts, Math, and Science. FASSS resolved to conduct this statewide study. Patrick Coggins, Director of the Multicultural Education Institute at Stetson University was engaged to conduct and prepare the results of the study.ZPurpose of the StudyThe purpose of the study was to survey elementary school teachers in the state of Florida school districts to ascertain the extent to which appropriate time was being provided for the instruction of Social Studies.!The AssumptionsKGiven the emphasis on the FCAT subject areas of Science, Math, and Reading/Language Arts, teachers have increased the amount of time devoted to instruction and FCAT test preparation in these areas. Given the emphasis on FCAT in the state of Florida, an ever decreasing amount of time is being devoted to Social Studies instruction.LnL"Research QuestionThe essential question was to determine the extent to which the introduction of FCAT has resulted in a substantial reduction of instructional time in Social Studies. #The MethodologyThe sample for this survey was a cluster sample of 10% of the 67 School Districts. The actual sample included nine(9) school districts including Brevard, Collier, Escambia, Lake, Orange, Monroe, St. Johns, St. Lucie, and Volusia. There were 1,766 elementary school teachers who completed the survey. These respondents were teaching in K-5, multi-grade and other elementary classroom settings. A cover letter was sent to Florida School Districts Superintendent s and the District s Social Studies Supervisors inviting them to voluntarily participate in the statewide survey. Each participant completed a nine(9) question survey which was posted and completed online. This method was intended to increase the ease, completion, and efficiency in submitting and collecting each response. While the district was coded to determine yield, there was anonymity since no teacher name or identity number was required. A time frame of three(3) weeks was devoted to the completion of the survey in December 2006.4SPnPS$ LimitationsYIn this study, while it was a 10% sample of Florida School Districts, the generalizability of the results is limited. The data is useful to show the status of the districts that participated, however, a larger sample size of districts may yield more generalizable data. A follow-up survey to the remainder of the school districts is advisable. % Analysis of Data)The analysis of the data that follow includes the responses from a sample of 1,766 elementary school teachers in nine(9) of the school districts in the state of Florida. It should be noted that the respondents were teachers in K-5, multi-grade classrooms and other settings in elementary schools. )*?!GQ. 1 Table 1. The Demographic of School Districts that are represented:"HFVThe data in this table indicate that 9 or 13.43% of the 67 Florida School Districts responded to the survey of Elementary teachers. The data in Table 1 suggest that more than a 10% sample of the districts responded to the survey. Nine or 13.43% of the school districts responded from the seven (7) demographic regions in the State of Florida.& 8The Demographic of School Districts that are Represented99&' /Q. 2 Table 2-What grade do you currently teach?00&TThe data in Table 2 was intended to show the extent and number of respondents to the survey by grade level. The data suggest in Grades K-5 an average of 254 of the elementary teachers participated in the survey. The highest responses include third grade with 270 or 15.29% respondents while fourth grade had 261 or 14.78% respondents. UPU( HQ. 3 Table 3.-How many years have you taught in Florida Public Schools? .IF  &The data in Table 3 suggest that the highest number of respondents, 684 or 38.73% taught from 0-5 years; 342 or 19.37% taught from 6-10 years. Thus 1,026 or 58.10% taught from 1-10 years. While 584 or 33.07% had 11-20 years. Only 156 or 8.83% had 26 or more years. Z ) [Q.4 Table 4.-The major focus of Social Studies instruction in my class this school year is:\\The data suggest that elementary teachers were involved in teaching a variety of Social Studies content areas as time permitted in the curriculum. The data in Table 4 suggest that the teachers focused on teaching Communities & Ancient History, The History of Florida, School Family & Citizenship, and The History of the United States, Neighborhood & Interactions, and Basic World Understandings. However, the greatest emphasis was reported in School Family & Citizenship by 465 or 26.33%. A focus on Neighborhoods & Interactions and Communities & Ancient History reported by 462 or 26.16%.The focus on the History of Florida and the History of the United States was reported by 32.39%.2ZZZ*[Q.4 Table 4.-The major focus of Social Studies instruction in my class this school year is:\\m'bQ.4 Table 4b.-Disaggregated data: Grade level taught compared to general SSS curriculum alignment:cc+Q. 5 Table 5-The Social Studies Sunshine State Standards provide clear direction to me about the essential Social Studies content and skills that are to be taught.The teacher responses indicate that most elementary teachers believe the Social Studies Sunshine State Standards provide clear direction about the essential Social Studies content and skills that are to be taught. The data suggests that while 171 or 9.68% strongly agreed that the standards provided clear direction, there were 33 or 1.87% who strongly disagreed. Overall, 955 or 54.08% agreed while 138 or 7.81 % disagreed.8,Q. 5 Table 5-The Social Studies Sunshine State Standards provide clear direction to me about the essential Social Studies content and skills that are to be taught.-qQ. 6 Table 6- How many instructional hours are dedicated to Social Studies instruction in your classes each week?rrThe question was intended to get more specific information as to the actual amount of time devoted to Social Studies instruction in the Elementary school classrooms. The data in Table 6 suggest that 1,198 or 67.83% reported that they devoted from 0-2 hours a week in Social Studies. While 562 or 20.50% reported they spent 3 hours, and 11.66% reported they spent 4-6 hours on Social Studies instruction in any one week..ZZZ.qQ. 6 Table 6- How many instructional hours are dedicated to Social Studies instruction in your classes each week?rr/wQ. 7 Table 7- Since the introduction of the FCAT in Florida schools, Social Studies instructional minutes has declined.xxThis question was intended to ascertain the perceptions of teachers with respect to the impact of the FCAT tested subject areas on the amount of time devoted to non-tested subjects such as Social Studies. The data suggest that 1,082 or 61.27% agreed or strongly agreed that since the FCAT there has been a decreasing amount of time devoted to Social Studies instructional minutes. Only 10.59% disagreed or strongly disagreed that there has been a change in instructional time devoted to Social Studies.0ZZ+Z0wQ. 7 Table 7- Since the introduction of the FCAT in Florida schools, Social Studies instructional minutes has declined.xx1lQ. 8 Table 8-If you strongly agree or agree that the amount of reduced Social Studies instructional time is:mmThe reduction of time devoted to Social Studies instruction was an important question to get specific data from respondents. Thus the responses were very revealing and provide a sense of what challenges the elementary teachers face with respect to balancing all of the required instruction such as Social Studies. The data in Table 8 suggest 793 or 73.70% reported that between 1-2 hours were reduced from Social Studies instruction a week; 203 or 18.87% reported a loss of 3-4 hours a week.0:ZZZ2lQ. 8 Table 8-If you strongly agree or agree that the amount of reduced Social Studies instructional time is:mm3{Q. 9 Table 9- Since the advent of the Science FCAT, the number of instructional minutes dedicated to Science has increased.||zIn order to determine whether there was evidence that there was an increase in the amount of minutes devoted to the recently added test i.e. Science, the responses were intended to shed light on this issue. The data in Table 9 suggest that 1,001 or 56.68% felt that since Science was introduced, there has been an increase in the instructional time that is devoted to Science..ZZZ{4{Q. 9 Table 9- Since the advent of the Science FCAT, the number of instructional minutes dedicated to Science has increased.||5Findings Q.1. The number of School districts that participated in the study The survey results involved nine (9) of the 67 School Districts from seven (7) regions. The districts were Brevard, Collier, Escambia, Lake, Orange, Monroe, St. Johns, St. Lucie and Volusia in the State of Florida. Approximately 1,766 Elementary school teachers in these 9 districts completed the nine (9) question online survey instrument.(Z=V@"Findings Q.2. The grade level of teachers. A total of 1,766 teachers completed the survey. The data suggest that K-5 grades were well represented with an average of 254 teachers in each grade level. Additionally, there were 137 teachers who taught in multigrade and other classroom settings. & !6Findings Q.3. Number of years taught in Florida public schools? The survey found that about 38.73% of the teachers had 5 years or less experience while 19.37% had 6-10 years experience. Thus 1,026 or 58.10% of the respondents had 0-10 years of experience. However, the majority of the respondents or 38.73% are considered relatively new to teaching with less than 5 years teaching experience. Nevertheless over 61.27% have up to 26 years of experience.,3A#Findings Q.4. The major focus of Social Studies instruction. The data suggest that the 1,766 teachers taught a variety of Social Studies subjects. The greatest emphasis was in the areas of History, Neighborhood & Interactions, and Communities & Ancient History 26.46%, School, Family & Citizenship 26.33% and Basic World Understandings and other. 10.2% of Florida K-5 teachers indicated they taught something other that curriculum identified from the Sunshine State Standards. d4/~  7Findings pQ.5. The Social Studies Sunshine State Standards provide clear direction on the essential Social Studies content and skills that are to be taught. The data suggest that over 63.76% of the 1,766 teachers agreed that Social Studies is provided with clear direction in the Florida Sunshine State Standards about essential areas of learning in the area of Social Studies.&qB$Findings Q.6. The number of instructional hours dedicated to Social Studies instruction each week. The data found that 67.83% spent less than 2 hours each week in Social Studies instruction while 20.50% reported they spent 3 hours, and 11.66% reported they spent 4-6 hours on Social Studies instruction in any one week (compare these numbers to Reading which has a minimum of 7.5 hours, Math 5 hours and 4 hours in Science). &PJ9Findings Q.7. Teacher perception that since FCAT has been used in Florida schools, Social Studies instruction has declined. The data found that 61.27% of teachers reported that Social Studies instruction has declined in their classrooms while only 10.59% felt that there was no decline..Z l  C%Findings Q.8. With respect to the reduction of Social Studies instructional time, the data found that 73.7% of the respondents reported that they affirmatively reduced Social Studies instruction by 1-2 hours while 18.87% reported a reduction of 3-4 hours a week. This data suggest that 92.57% of the respondents agreed that Social Studies instruction time has been substantially reduced in order to focus on the Reading/Language Arts, Math and Science FCAT preparation. Q.9. Perception of increase in Science FCAT instructional time. The data found that 56.68% felt that instructional time has increased for Science while 14.77% felt there was no increase in Science FCAT time. RP2:  : Conclusions An encouraging fact was the majority or over 95% of the teachers reported that the Sunshine State Standards provide clear content information with respect to the essential Social Studies content that should be taught at each grade level in Social Studies. When taught, instruction included the following topics: History, Neighborhoods & Interactions, Communities & Ancient History, Global Studies, etc.,.nZnnZD& Conclusions 2. The 1,766 responses by elementary school teachers indicate that there is general agreement that there is an issue of the extent to which there has been a decrease in instructional time for non-tested FCAT subject areas like Social Studies. This reduction in time devoted to Social Studies remains a concern of Elementary school teachers. 3. Since the advent of FCAT, 72% reported a decrease of instructional time ranging from 1-4 hours each week that was previously devoted to Social Studies instruction.  ; Implications 1. Sunshine State Standards require Social Studies instruction K-12 but, only Language Arts, Math, and Science are tested on the FCAT. The result is a reduction of instructional time spent on Social Studies. The loss of time ranges from 1-4 hours a week.< Implications 2. The intentional de-emphasizing of time and effort on these subjects not tested on the FCAT. 3. Despite Florida statutory requirements for Social Studies instruction such as 1003.43, the reduction of Social Studies instruction continue pervasively in elementary schools in Florida. 4. How will our society provide Social Studies content in character, citizenship, democratic systems, government processes, global affairs, and the history of the United States?= RecommendationsD1.FASSS should conduct a follow-up study that focuses on those Florida school districts that did not participate in this initial study. The goal should be to ascertain the perception of elementary school teachers with respect to the decreasing instructional time devoted to Social Studies content. 2. The results, though preliminary, should be used to persuade the Department of Education to include Social Studies in the Student Progression Statute and to phase in Social Studies on the FCAT in the near future. 3. 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The Demographic of School Districts that are represented:9The Demographic of School Districts that are Represented0Q. 2 Table 2-What grade do you currently teach?IQ. 3 Table 3.-How many years have you taught in Florida Public Schools? \Q.4 Table 4.-The major focus of Social Studies instruction in my class this school year is:\Q.4 Table 4.-The major focus of Social Studies instruction in my class this school year is:cQ.4 Table 4b.-Disaggregated data: Grade level taught compared to general SSS curriculum alignment:Q. 5 Table 5-The Social Studies Sunshine State Standards provide clear direction to me about the essential Social Studies content and skills that are to be taught.Q. 5 Table 5-The Social Studies Sunshine State Standards provide clear direction to me about the essential Social Studies content and skills that are to be taught.rQ. 6 Table 6- How many instructional hours are dedicated to Social Studies instruction in your classes each week?rQ. 6 Table 6- How many instructional hours are dedicated to Social Studies instruction in your classes each week?xQ. 7 Table 7- Since the introduction of the FCAT in Florida schools, Social Studies instructional minutes has declined.xQ. 7 Table 7- Since the introduction of the FCAT in Florida schools, Social Studies instructional minutes has declined.mQ. 8 Table 8-If you strongly agree or agree that the amount of reduced Social Studies instructional time is:mQ. 8 Table 8-If you strongly agree or agree that the amount of reduced Social Studies instructional time is:|Q. 9 Table 9- Since the advent of the Science FCAT, the number of instructional minutes dedicated to Science has increased.|Q. 9 Table 9- Since the advent of the Science FCAT, the number of instructional minutes dedicated to Science has increased. 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