U.S. history state assessment items: Exploring the income–achievement gap and levels of academic language, historical thinking, and historical literacy demand

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“…Our results show that, even though U writers possess more intertextual resources for constructing historical discourse, SS writers deploy a variety of complex strategies such as indirect discourse and verbatim citations. These results are consistent with the literature on the teaching of writing, which highlights the importance of modeling this skill using specific tasks (De la Paz, 2022;Miller, 2022;Van Drie et al, 2021).…”

“…Likewise, researchers have found significant correlations between historical writing knowledge and historical reasoning in students who have taken part in specific learning interventions versus others who have not done so ( Van Drie et al, 2021, De la Paz et al, 2022. In line with this, Miller (2022) has stressed the importance of implementing designs such as writing tasks as a way of reducing the socioeconomic gap (in the United States) in standardized History tests with open-ended questions versus tests with multiple-choice items.…”

“…Complementing the above, recent studies have emphasized the relevance of teaching practices aimed at making historical writing strategies explicit ( Van Drie et al, 2021;De la Paz, 2022;Miller, 2022). Likewise, researchers have found significant correlations between historical writing knowledge and historical reasoning in students who have taken part in specific learning interventions versus others who have not done so ( Van Drie et al, 2021, De la Paz et al, 2022.…”