The American Historical Association is grateful to the many individuals and organizations that contributed their time, energy, and insight in support of our research. The National Council for the Social Studies, a project partner, was indispensable to our ability to secure access to nationwide networks of US history teachers. The AHA thanks NCSS executive director Lawrence M. Paska and the NCSS Board of Directors for this assistance. We also are grateful to the leadership of two NCSS associated groups, the Council of State Social Studies Specialists and the National Social Studies Leaders Association. Special thanks to Joy Hatcher, Leah Renzi, Stefanie Wager, Blake Busbin, Steve Armstrong, Beth Ratway, Chris Elnicki, Scott Finholm, Mary Janzen, Jerry Price, and Charlie Tocci for their expert support.
The survey that is central to this study was executed by an expert team of subcontractors at NORC at the University of Chicago. The AHA thanks senior fellows Tom Hoffer and Claudia Gentile for their stewardship of the survey. We are also grateful to Jessica Stewart, Will Fisher, Zoey Merchant, and Mireya Dominguez at NORC and Hillary Hanson, Carson Gaffney, and Kevin Ulrich at UChicago Survey Labs.
The Newberry Library provided various kinds of support for this project, including a home base for the research coordinator, focus groups with teachers, and facilitation of report previews as the research progressed. Special thanks to Laura McEnaney, Kara Johnson, Keelin Burke, Dylan Bingham, Sophie Croll, and the Chicagoland teachers who field-tested our survey instrument.
In devising and developing its approach for this project, the AHA benefited from multiple rounds of expert advice, counsel, and review. Beth English, Sara Ray Stoelinga, Stephen Baker, Tracy Steffes, Adam Laats, Kevin Levin, Sam Wineburg, Lisa Rosen, James Spillane, Johann Neem, Joann Zadrozny, Ashley Rogers Berner, Elaine Allensworth, Peter Mabli, Lightning Jay, Abby Reisman, Aya Marczyk, and Eve Ewing gave input at various stages. In the recruitment of interview and survey participants, the AHA received crucial assistance from Jessica Ellison of the National Council for History Education, Lee Ann Potter of the Library of Congress, Lynne O’Hara of National History Day, Brenda Santos of the Annenberg Institute, and Annie Evans of New American History. We are also grateful to Marshall Jean, Robert B. Townsend, and Harry Houghton for consultation on data analysis.
As in any collaborative research project, opportunities to preview and discuss ongoing research were invaluable. Colleagues engaged with our work at meetings and webinars hosted not only by the AHA but also the Society for the Study of Curriculum History, the Library of Congress Teaching with Primary Sources Consortium, the International Cooperation in Education Affiliated Conference, Civic Learning Week, CivXNow, the Council of Chief State School Officers, the National Council for the Social Studies, the Alabama Council for the Social Studies, the Iowa Council for the Social Studies, the Colorado Council for the Social Studies, the Virginia Council for the Social Studies, the Illinois Council for the Social Studies, the Connecticut Council for the Social Studies, and the Pennsylvania Council for the Social Studies. Thanks especially to our discussants and interlocutors, including Daniel Perlstein, Katharina Matro, Fran O’Malley, Christine Becks, Stefan Becks, and Ace Parsi.
This report benefited immensely from close and critical readings from generous peer reviewers. The AHA thanks Yoav Hamdani, Jillian E. McClure, Rose Miron, Justin I. Rogers, Joshua Salzmann, Josh Schwartz, Campbell Scribner, and Andrew Shankman, who read portions of this report, as well as David Blight, Nishani Frazier, Hasan Kwame Jeffries, Jane Kamensky, Lawrence M. Paska, George Sánchez, and Jonathan Zimmerman, who read a full draft.
Finally, the AHA thanks the thousands of teachers who participated in our survey and the hundreds of teachers, administrators, and curriculum developers who contributed their time in our interviews. This research could not have been completed without their participation. It is a testament to the dedication and professionalism of history educators across the United States.