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Spring 2005, Vol. 11, No. 1 
FYI: Four Civic-Education Studies

Civic education lies at the core of our nation’s educational system. Today, many believe that it is in trouble and that its decline has sobering implications for American democracy. Four national civic-education studies present varying perspectives on this single premise.



Civics Report Card for the Nation, released by the National Assessment of Educational Progress (NAEP)
1998

This publication presents the results of a national NAEP civics assessment, based on a sample of students who are statistically representative of the entire nation. Performance is described in terms of scores on a 0- to 300 scale and as percentages of students attaining three separate achievement levels: Basic, Proficient, and Advanced. The NAEP Civics Report Card revealed that:
  • 25 percent of tested students demonstrated a rudimentary understanding of how American democracy works.
  • 9 percent of tested students were able to list two or more positive effects of active citizenship.
In general, the NAEP results revealed that American students learn facts about the American system of government but have difficulty applying this knowledge to community problems or public policy. For more information, visit the web site.

The Civic Mission of Schools, released by Carnegie Corporation of New York and CIRCLE: The Center for Information and Research on Civic Learning and Engagement 2003

Written and endorsed by more than 50 scholars and education practitioners, the Civic Mission of Schools report summarizes
the status of and need for civic learning in schools, kindergarten through 12th grade.  The report finds that Americans under the age of 25:
  • Are less likely to vote than either their older counterparts or young people of past decades.
  • Are not as interested in political discussion and public issues as past generations were at the same point in their lives.
  • Have an incomplete understanding of fundamental democratic principles and processes.
  • Are not prepared to participate fully in our democracy.
The report also analyzes trends in American political and civic engagement; identifies promising approaches to educating students for democracy; and offers recommendations to educators, policymakers, government officials and funders. For more information, visit the web site.

Future of the First Amendment: What America's High School Students Think About Their Freedoms, released by the John S. and James L. Knight Foundation
2005

This new study suggests America’s high schools are failing to give their students an appreciation of First Amendment guarantees of free speech and a free press. Before making their report, researchers questioned more than 100,000 high school students, nearly 8,000 teachers, and more than 500 administrators and principals. Among their findings:

  • Nearly three-fourths of high school students either do not know how they feel about the First Amendment or admit they take it for granted.
  • Seventy-five percent erroneously think flag burning is illegal.
  • Half believe the government can censor the Internet.
  • More than a third think the First Amendment goes too far in the rights it guarantees.
  • Most principals think their schools are doing a good job of teaching the First Amendment.
For more information, visit the web site.

Restoring the Balance between Academics and Civic Engagement in Public Schools, released by the American Youth Policy Forum (AYPF) and the Association for Supervision and Curriculum (ASCD)
2005

This study questions the current focus on core academic subjects at the expense of preparing students to be engaged and effective citizens. The report is the product of collaborative discussion among policymakers, education practitioners, community groups, parents, and youth across the nation. An Action Agenda puts forth seven propositions addressing the following:
  • Understanding the business of public education
  • Knowledge, dispositions, virtues and skills of responsible citizenship
  • Civic knowledge as integral to a broadened “core of learning” in schools
  • Teaching methodologies such as service-learning as a promising strategy
  • Benefits of an integrated curriculum 
  • Necessary components of the action plan 
  • Community, parental and youth voice in the action plan
The report offers a seven-step action plan to help schools refocus on the goal of creating both academically proficient and civically engaged students. The report also highlights several programs, including school-community partnerships that promote both quality academics and civic engagement. For more information, visit the web site.