A study published in April 2014 shows how Facing History helps students develop critical thinking skills, and fosters both academic and civic growth.
The peer-reviewed journal Teachers College Record of Columbia University is featuring the independent evaluation study, which documents how Facing History and Ourselves promotes teachers' professional growth and fosters students' academic and civic learning.
The study, made possible by a gift from the Richard and Susan Smith Family Foundation, found that teachers who participated in a Facing History seminar and received coaching and support showed significantly greater self-efficacy for creating engaging classrooms and promoting academic skills and civic learning than control group teachers.
“A Randomized Controlled Trial of Professional Development for Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their Students”, is currently available to subscribers of the Teachers College Record website and for purchase. It is scheduled to appear in print in the TCRecord Journal in May 2015.
Read a summary of the study on Teachers College Record.
Facing History’s evaluation department and independent researchers have conducted more than 140 studies of Facing History’s program since its inception. Studies have been completed using a wide range of methods, from qualitative case studies, to survey research, to quasi-experimental and experimental studies (randomized controlled trials).
Visit our Evaluation section to read the details of our extensive evidence base.
Facing History’s evaluation department and independent researchers have conducted more than 140 studies of Facing History’s program since its inception. Our results prove that our program improves students’ academic performance and historical understanding, increases teacher effectiveness, encourages civic participation, and creates safe and engaging schools.