Program
Education Doctorate
Year Approved
2018
First Advisor
Mertes, Emily
Abstract
The National History Day program has been utilized in a Southeastern Minnesota school on and off since Minnesota began participating in the program in the 1980s. This secondary data analysis sought to determine the impact that embedding National History Day programming would have on the achievement of students on two standardized tests, the Minnesota Comprehensive Assessment III and the Northwest Evaluation Association Measures of Academic Progress. Existing research identified that National History Day curriculum was a disciplinary literacy strategy that would transfer skills to other subjects including reading and math when compared to scores from students that did not participate. The findings show that students in Grade six significantly outperformed their peers on one math and reading assessment. Students in Grade seven demonstrated the same performance, and actually were outperformed by their peers on a couple of measures. National History Day has many free resources for teachers to implement as a form of disciplinary literacy into social studies, and due to the fact that it has little to no cost to districts, even the mixed results of this study provided additional support for implementation. This research contributed to the field and should help support administrators, curriculum support specialists, and teachers in selection and evaluation of disciplinary literacy strategies.
Degree Name
Education Doctorate
Document Type
Doctoral dissertation
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Hanson, C. R. (2018). The Impact of National History Day Curriculum on Mathematics and Reading Achievement of Middle School Students [Doctoral dissertation, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/265