NHD Honorary Cabinet NHD Board of Trustees

Ira Berlin David Behring

University of Maryland
May 3, 2011 Wheelchair Foundation
Lonnie Bunch Stephen Cure
National Museum of African The Honorable Arne Duncan Texas State Historical
American History and Culture, Association
Smithsonian Institution U.S. Department of Education Lynn Fontana
Ken Burns 400 Maryland Avenue, SW Sylvan Learning
Documentary Film Maker Steven Goldberg
Stockard Channing
Room 4W321 Suntrust Securities
Actor Washington, DC 20202 James Harris
Nancy Dubuc University of Maryland
HISTORYTM and Lifetime David Larson
Networks Dear Secretary Duncan: David and Janis Larson
Joseph Ellis Foundation
Mount Holyoke College Gail Leftwich Kitch
Paula Giddings
As Congress and the Administration work to reauthorize the By The People,
Smith College Elementary and Secondary Education Act (ESEA), history education MacNeil/Lehrer Productions
Donald Graham programs that result in student success across disciplines must be Laura McCarty
The Washington Post Georgia Humanities Council
James Horton
given a heightened focus at the federal level. Esther Mackintosh
George Washington University Federation of State Humanities
Nancy Isenberg Councils
In the ongoing rhetoric and quest for education reform, the focus is
Louisiana State University Cynthia Mostoller
Knight Kiplinger on global competitiveness. The study of history is as critical as other Alice Deal Middle School
The Kiplinger Report academic subject areas to developing the skills that lie at the heart of Libby O’Connell
Jim Lehrer HISTORYTM
PBS NewsHour
individual future success and an American workforce equipped to Christine Ortega
James McPherson compete in the global marketplace. According to a Job Outlook 2011 Southwest Airlines Company
Princeton University survey conducted by the National Association of Colleges and Robert G. Perry
Cokie Roberts National Trust for the
Journalist and Author Employment (NACE), employers listed verbal communication as a key Humanities
Vicki Ruiz skill they seek in job candidates. But the crucial role of the social Richard T. Prasse
University of California, Irvine Hahn, Loeser and Parks
Mrinalini Sinha
sciences in developing these skills has been marginalized. Ben Stefanski II
Penn State University Joseph Suarez
Laurel Thatcher Ulrich Education reforms must not aim to simply do more, but to do better. Booz Allen Hamilton
Harvard University Carol Whitfield
This starts with examining what programs work and how those best NHD Parent
practices can be applied elsewhere. National History Day (NHD) is a
program authorized by the American History and Civics Act that is
getting results; this year-long academic program focuses on grades 6-
12 to improve the teaching and learning of history. Students in all 50
states are participating in NHD, gaining the kind of historical research
training, skills and experience that transform them into scholars.

In fact, a recent study by Rockman, et al found that students who

participate in the NHD program outperform their peers on state
standardized tests across all subjects – including reading, science and
math. The study found this to be especially true among at-risk
students: Black and Hispanic NHD students posted higher
performance assessment scores than their peers by a margin of two
to one.

0119 Cecil Hall | University of Maryland | College Park, MD 20742 | Tel 301.314.9739 | www.nhd.org | info@nhd.org
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NHD works for a few key reasons, among them: it applies a methodology that is research-based; it engages students in
rigorous research; it connects teacher practice and instruction to student achievement; and, it works with both students
and teachers to accomplish mastery of career-ready skills like collaboration, research, writing and entrepreneurial
thinking. This comprehensive approach to history education must be applied across the system.

The need for evidence-based, wide-ranging, effective teaching of history is at a pivotal point. According to the most
recent federal study of American students’ academic ability in history, the 2006 National Assessment of Educational
Progress (NAEP), also known as the “nation’s report card,” approximately half — 47 percent — of U.S. 12th graders are
performing at a “basic” level in history. And a little more than one in 10 high school seniors — 13 percent — perform at a
“proficient” level in the subject matter.

At present, history education has taken a back seat in American classrooms. In many schools, instructional hours devoted
to history and civics have decreased to make room for testing. In today's educational climate, testing equals value; and,
therefore, history has lost its value as a subject that is not tested (only 9 states assess student achievement in social
studies). But testing alone is not the answer. The answer lies in putting history and civics back into their rightful place in
the curriculum through quality teaching and learning fostered by programs that work, like National History Day.

As we look toward the future, creating the educators and system that will carry the next generation of CEOs, political
leaders and engaged citizens further into the new millennium, we cannot afford to leave history education behind.

Sincerely,

Cathy Gorn, Ph.D. Richard Gelfond

Executive Director Chief Executive Officer
National History Day IMAX Corporation

Ken Burns Peter Seibert

Documentary Film Maker Executive Director
Florentine Films National Council for History Education
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Cokie Roberts James Grossman

News Analyst Executive Director
NPR and ABC American Historical Association

Terry Davis
President & CEO
American Association for State & Local History