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The study examines links among student sociocultural characteristics, instructional exposure, and school-level variables for US History content knowledge using 2010 NAEP US History Test data and multilevel analyses. Sociocultural indicators correlate with achievement, but instructional exposure remains a significant predictor. School context and testing policy explain between-school variance and moderate achievement gaps. Text-based instruction is associated with increased knowledge, informing inclusive curriculum, high-leverage practices, and caution in using tests as accountability proxies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-predictors-of-history-content-knowledge-implications-for-policy-and-practice-601860/601860/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-predictors-of-history-content-knowledge-implications-for-policy-and-practice-601860/601860.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What factors influence how students learn history content according to the study?","Question",{"text":112,"@type":113},"The analysis links learning to instructional opportunities, policy prioritization of history/social studies, and students’ cultural perspectives toward the past.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which data source and analytic approach were used to study predictors of history content knowledge?",{"text":117,"@type":113},"The study uses data from the 2010 NAEP US History Test and applies multilevel analyses to examine relationships across student and school variables.",{"name":119,"@type":110,"acceptedAnswer":120},"How do instructional exposure and school context relate to history content knowledge?",{"text":121,"@type":113},"Instructional exposure variables remain significant predictors, and school context (such as demographics and state testing policy) helps explain between-school variance and moderates achievement gaps.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601860,1792093565,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| education policy analysis archives\u003Cbr>A peer-reviewed, independent, open access, multilingual journal |  | |  |\n| --- | --- | --- | --- |\n| Arizona State University |  |  |  |\n| Volume 25 Number 65 | June 26, 2017 |  | ISSN 1068-2341 |\n\nAn Analysis of Predictors of History Content Knowledge: Implications for Policy and Practice  \nPaul G. Fitchett  \nTina L. Heafner  \n&  \nRichard G. Lambert  \nUniversity of North Carolina at Charlotte  \nUnited States  \nCitation: Fitchett, P. G., Heafner, T. L., & Lambert, R. G. (2017). An analysis of predictors of history content knowledge: Implications for policy and practice. Education Policy Analysis Archives, 25(65). [http://dx.doi.org/10.14507/epaa.25.2761](http://dx.doi.org/10.14507/epaa.25.2761)  \nAbstract: How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students’  \ninstructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education.  \nKeywords: history education; social studies education; content knowledge; National Assessment of Educational Progress (NAEP)  \nUn análisis de los predictores del conocimiento del contenido de la historia: Implicaciones para la política y la práctica  \nResumen: Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con elobjetivo de entender la relación compleja entre los diversos aspectos en este proceso deaprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento dela historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables deacceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en conocimiento sobre el contenido académico y la disparidad en éxito académico entre alumnos. Los resultados también indican que a pesar de la existencia de la disparidad en el éxito académico, el acceso a textos y materiales educativos está","cbCaiaNuVVxJLcFP","https://ap.wps.com/l/cbCaiaNuVVxJLcFP","pdf",921131,34,"English","# Abstract\n## Study focus\n## Data and methods\n## Key findings\n## Policy implications","[{\"question\":\"What factors influence how students learn history content according to the study?\",\"answer\":\"The analysis links learning to instructional opportunities, policy prioritization of history/social studies, and students’ cultural perspectives toward the past.\"},{\"question\":\"Which data source and analytic approach were used to study predictors of history content knowledge?\",\"answer\":\"The study uses data from the 2010 NAEP US History Test and applies multilevel analyses to examine relationships across student and school variables.\"},{\"question\":\"How do instructional exposure and school context relate to history content knowledge?\",\"answer\":\"Instructional exposure variables remain significant predictors, and school context (such as demographics and state testing policy) helps explain between-school variance and moderates achievement gaps.\"}]","An Analysis of Predictors of History Content Knowledge - Implications for Policy and Practice | PDF",86]