LAWRENCE — The practice of states revising standards for how their schools teach history is developing a storied and often contentious history of its own. A University of Kansas scholar has published new research arguing that history standards are prone to overt politicization and the best examples for how to handle history education are in states that practice “standards minimalism.”
Since the 1980s, an accountability movement in American education has seen standards drafted state by state for how schools should teach certain topics and which topics they should address. While those efforts may have begun and been argued for in good faith, the subject of history has proven difficult to standardize and worse, been prone to politicization.
“There is not much evidence that since the ‘80s these standards have improved history education. And there is a lot of evidence that they have made culture wars worse. They’ve also made things harder for teachers and schools,” said Stephen Jackson, assistant professor of educational leadership & policy studies at KU.
In his article “The Best History Standards Govern Least: The Case for Standards Minimalism,” published in The Journal of American History , Jackson traces how standards have evolved over the last several decades and how today states like Kansas and Maine provide the best examples for what history standards should be.
While arguments have been made that standards are unenforceable, research has shown that teachers rely on them for guidance on what topics to cover and how, especially those early in their careers or required to teach subjects they may not be experts in, demonstrating their influence in the classroom. However, politicians and special interest groups have increasingly developed standards that sideline expert opinion and offer polarizing and contentious versions of history in schools, according to Jackson.
“History is all about interpretation and showing multiple perspectives. That tends to get lost and flattened in these standards. Most people say we should have an open, honest conversation about history in school, but all too often what happens is that those in power want to insist their version becomes the accepted standard,” he said.
The result of such politically drafted standards and mandates is a long list of topics that must be covered, leaving little time to fully understand the significance of historical events, people and results in prescriptive memorization, Jackson wrote. In an era when less time is given in the school day to history and social studies, that takes away from time spent analyzing history, its lessons and what it says about how people and societies have evolved.
To avoid the dual problems of “the tyranny of coverage,” or racing to cover a long list of topics and politicization of standards, Jackson argues states should use “standards minimalism.” The author points to Kansas and Maine as two states who have standards employing such an approach.
Maine’s standards include helping each student become “a self-directed and lifelong learner” and “a responsible and involved citizen.” They also direct educators to include chronological eras and themes including “freedom and justice” and “conflict and compromise.”
Kansas’ standards contain only five simplistic standards, including “choices have consequences” and “individuals have rights and responsibilities.” The lack of specific content guidance is intentional, Jackson points out.
“In other words,” Jackson said, “Kansas and Maine focus on high-level and abstract concepts or guiding principles rather than specific historical content recommendations.”
By reducing state involvement in history education standards, minimalism appeals to the principle of local control of education, a pillar of American educational practice, Jackson wrote. Ideally, giving more agency to local school districts and trusting in the professionalism of teachers can lower the temperature of the culture wars.
“I think the great strength of what Kansas and Maine are doing is avoiding a long list of prescriptive mandates and giving support teachers need to do their jobs,” Jackson said. “That is a welcome counter to national trends that continue moving towards more controversial and overly detailed standards.”
Journal of American History
Meta-analysis
Not applicable
The Best History Standards Govern Least: The Case for Standards Minimalism
13-Mar-2026