Was Virginia’s third-grade SOL history test really worth saving?

In response to a request from school superintendents seeking ways to reduce testing requirements, the state superintendent proposed dropping the third-grade history and social sciences SOL test. The curriculum would still be taught but not tested under the proposal.

The theory was that more emphasis needed to be placed on reading and math. Ninety-three percent of students passed last year’s test, which cost $380,000 to administer. 

Surely the London-based SOL testing company Pearson was not happy. But within days, dozens of complaints came from historical parks, history advocates and state legislators.

The superintendent reacted swiftly and withdrew the proposal. While the test comprises four elements — history, economics, civics and geography — the most complaints came from history supporters, including the Colonial Williamsburg Foundation, Virginia Consortium of Social Studies Specialists and Virginia Historical Society.

Let’s look at the SOL standards and one of the released tests. It’s technically for grades K-3, but the test mostly only covers grades 2-3.

Grade 2 history standards are as follows: “The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar and written language.” There is another section on American Indians.

Grade 3 history standards require that students can explain the contributions and influence of Greece, Rome and Mali and describe the accomplishments of Columbus, Cartier, Newport, etc.

Sounds pretty intimidating for 6- to 8-year-olds. Not much American history, though.

OK, let’s see how we measure those rigorous standards. 

Actually, four years of history study is measured in just 10 questions, and two are about word recognition and reading comprehension; a third is more math-related. So that leaves only seven.

Question 1 from the most recently released test asks which of four Indian tribes lived in Virginia. Question 2 is about identifying Dr. King’s birthday. Three is about who used a kite in an experiment.

Four shows a graph and asks how often a president is elected. That’s the math question.

That’s it for measuring four years of American history study. No kidding — only three questions. On to ancient history.

Question 5: “Ali could see pyramids from his home. His father made papyrus.”

Answer choice: Ancient Greece, China, Egypt or Rome.

Answer: Egypt.

That sums up 5000 years of Egyptian history. 

Questions 6 and 7 are about reading comprehension and word recognition, which I’ll skip.

Question 8: An example of Greek architecture is: arch, column, dome or terraced building?  Answer: column. That covers the Greeks. Sorry, ancient China and Rome, maybe they can work you in on another test.

Questions 9 and 10 were about the 13th-century empire of Mali’s practice of storytelling and their use of salt. 

There are 10 questions on civics, such as: What should Sam do to show he takes care of his belongings? Put away his coat or sit at his desk?

Kids don’t even wear coats when they take these tests in late May, but I think that’s the answer.

The economics portion deals with arcane terms like “opportunity cost” and geography questions on whether the teacher is standing in front of or behind the desk. There are tough questions about identifying France or the Indian Ocean.

If we want kids to understand and appreciate history, start with the known and work up to the unknown. Make it relevant and age appropriate. Have it start with Virginia, not Egypt or Mali.

Some test advocates said the material won’t be taught if it isn’t tested. Sounds more like it’s taught but not tested now.

Mr. Campbell: Have you read this test? Do you really think it is that critical that we continue it?

Is this typical of how the whole SOL program is run?

Legge’s column runs every other Thursday on the editorial page.