Social Studies textbook effects: Evidence from Texas

Savage, C. , Hübner, N., Biewen, M., Nagengast, B. and Polikoff, M. S. (2021) Social Studies textbook effects: Evidence from Texas. AERA Open, 7, (doi: 10.1177/2332858421992345)

Abstract

Well-informed decisions on curricular materials can be an efficient way to boost student achievement. Prior studies have employed experimental and quasi-experimental designs to investigate the effects of textbooks on mathematics achievement. This is the first study to consider textbook effects in social studies education. Within the context of a textbook adoption cycle in Texas, we use a difference-in-differences approach with district-level administrative data and estimate the effects of adopting a state-approved textbook on social studies achievement. We find no evidence of a practically meaningful adoption effect. We conclude by highlighting the need for further high-quality research in this often-overlooked school subject area.

• Item Type: Articles
• Additional Information: This project was supported, in part, by the Tübingen Postdoctoral Academy for Research on Education (PACE) at the Hector Research Institute of Education Sciences and Psychology, Tübingen; PACE is funded by the Baden-Württemberg Ministry of Science, Research and the Arts.
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Savage, Dr Corey
• Authors: Savage, C., Hübner, N., Biewen, M., Nagengast, B., and Polikoff, M. S.
• College/School: College of Social Sciences > School of Education > Educational Leadership & Policy
• Journal Name: AERA Open
• Publisher: SAGE Publications
• ISSN: 2332-8584
• ISSN (Online): 2332-8584
• Published Online: 15 February 2021
• Copyright Holders: Copyright © 2021 The Author(s)
• First Published: First published in AERA Open 7
• Publisher Policy: Reproduced under a Creative Commons licence