K-12 Geography Education

According to The National Geographic Society, the subject of geography  can include a disproportionate focus on dates, events, and individuals. However, geography—the study of places and the relationship between  people and their environment—is an integral tool used to understand and  make informed decisions about global problems. Data Show Most Eighth Grade Students Are Not Proficient in Geography, and Little Time is Spent on Instruction

		About Three-Quarters of Eighth Grade Students are Not Proficient in Geography

Most eighth grade students—about three-quarters—in 2014 scored  below the proficient level, indicating partial or less than partial mastery in  geography, according to our analysis of Education’s nationally  representative NAEP data (see fig. In 2014, certain groups of  eighth grade students outperformed others. Teachers Reported Spending a Small Portion of Instruction Time on Geography

Data on student access to geography education showed that a small  portion of instruction time is spent on the subject. Of those teachers spending 3  to 5 hours per week of classroom instruction time on social studies, more  than half reported that “10 percent or less” of their social studies time was  spent on geography. According to one university research center’s 2013  survey of states’ geography education requirements, most states did not  require geography courses in middle school and high school. State education officials and K-12 teachers we interviewed echoed this  sentiment, stating that allocating resources for geography education was  challenging in the face of greater national and state focus on tested  subjects. Perception of Geography – There is a common misconception about  what geography entails, according to officials we interviewed and  relevant reports we reviewed. Other Challenges – State officials and teachers we interviewed also  identified other challenges. Education’s Primary Role in Geography Education is Assessing Student Achievement

Education’s role with respect to geography education primarily involves  assessing student performance in the subject, and providing data and the  results of its analysis to the public. However, since its development in 1994, the NAEP geography  assessment has not been administered as regularly as reading and  mathematics because assessing achievement in geography is not  required by law. Education provided technical comments, which we  incorporated as appropriate. (2)  What challenges do selected school officials and teachers face in  providing geography education? In addition, we reviewed selected studies and  research reports, including a report with results from a 50-state survey of  geography requirements. Review of Federal Laws, Policies, and Guidance

To determine the federal role with respect to geography education, we  reviewed relevant federal laws, including the most recent reauthorization  of the Elementary and Secondary Education Act of 1965 and the National  Assessment of Educational Progress Authorization Act. Data on Student Proficiency and Access

To address the extent to which K-12 students are proficient in and have  access to geography education, we analyzed Department of Education  data from nationally representative samples of public and nonpublic  school students in grades 4, 8, and 12 from the National Assessment of  Educational Progress (NAEP) in geography for 1994, 2001, 2010, and  2014—the years in which the NAEP assessments in geography were  administered. To provide information on students’  access to geography education, we analyzed and reported on access as  measured by (1) teacher and student-reported instruction time spent on  geography in the classroom as well as (2) exposure to other geography- related skills and topics, such as spatial dynamics and using maps and  globes, as reported by teachers. Outreach to Selected States

To gather more in-depth information on the challenges school officials  face in providing geography education and state-level geography  education requirements, we conducted interviews with officials in four  states—Arkansas, California, Florida, and Virginia.
Why GAO Did This Study

Geography—the study of places and the relationship between people and their environment—is present across many facets of modern life, from tracking lost cell phones to monitoring disease outbreaks like Ebola. The growing use of geographic information and location-based technology across multiple sectors of the American economy has prompted questions about whether K-12 students' skills and exposure to geography are adequate for current and future workforce needs. Senate Report 113-71 included a provision for GAO to report on the status of geography education and challenges elementary and secondary schools face in providing geography education with limited resources.
In this report, GAO examined (1) the extent that eighth grade students are proficient in geography; (2) the challenges selected school officials and teachers face in providing geography education; and (3) the role of the Department of Education with respect to geography education. GAO reviewed relevant federal laws; analyzed nationally representative Education data on student proficiency and instruction time in geography; interviewed education officials in four states selected, in part, for varying K-12 geography requirements; reviewed key studies and research reports, including a 50-state 2013 survey of geography requirements; and interviewed agency officials and researchers. We also leveraged a professional association to identify and interview 10 K-12 teachers.
GAO is not making recommendations in this report. Education provided technical comments, which we incorporated as appropriate.

What GAO Found

About three-quarters of eighth grade students—the only grade for which trend data are available—were not “proficient” in geography in 2014, according to GAO's analysis of nationally representative data from the Department of Education (Education). Specifically, these students had not demonstrated solid competence in the subject, and the proficiency levels of eighth grade students have shown no improvement since 1994 (see figure). Geography is generally taught as part of social studies, but data show that more than half of eighth grade teachers reported spending a small portion (10 percent or less) of their social studies instruction time on geography. Further, according to a study by an academic organization, a majority of states do not require geography courses in middle school or high school.
A key challenge to providing geography education is the increased focus on other subjects, according to officials in selected states and K-12 teachers GAO interviewed. These officials and teachers said spending time and resources on geography education is difficult due to national and state focus on the tested subjects of reading, math, and science. GAO's interviews and review of relevant reports identified a range of other challenges, as well, including:
misconceptions about what geography education entails;
lack of teacher preparation and professional development in geography;
poor quality of geography instructional materials; and
limited use of geographic technology in the classroom.
Education's role with respect to geography education primarily involves assessing student performance in the subject, and providing data and the results of its analyses to the public. Education periodically assesses student achievement in geography, and other areas, but not with the same regularity as other subjects it is required by law to assess. Beyond assessments, Education officials said that absent funding specifically for geography-focused programs, the agency is hindered in its ability to support geography education.