Introduction High-stakes, standardized tests have become ubiquitous in public education in the United States. Teachers across the country are feeling the intensified pressures from high-stakes testing policies and are responding to these pressures by teaching to the tests in varying ways (Renter et al., 2006). Given the hegemony of high-stakes testing in schools today, this article seeks to explore the question: W(h)ither the social studies in high-stakes testing?
