What’s Wrong and What’s Right with Geography Education in the USA?

Abstract

Geographic Education in the United States generally receives less attention than many other subjects, and surveys have found that most students lack proficiency. The resulting level of geographic literacy in the general population carries significant implications for national and international competitiveness and decision-making. This paper reviews factors leading to deficiencies in US Geography Education, including lack of emphasis compared with subjects more prominently tested, teacher preparation and in-service training, curricula design, and high student mobility rates. We also review positive trends, including developing more rigorous sets of learning standards and geographic skills, and support from interested organizations and State educational agencies for encouraging student interest and participation in assessments and contests. We examine selective resources for teaching and learning geographic concepts and skills, many available online from federal and nongovernmental agencies. Finally, we consider the potential for learning geography through such informal science education venues as museums and mass media.