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Civics in Schools

Young people have increasingly disengaged from the political process.
Forty-two percent of the population aged 18 to 24 voted in the 2004 presidential election—their highest turnout in years. But that is still substantially less than the 50 percent turnout of Americans aged 18 to 24 in 1972, the year the voting age was lowered to 18.1 During the 30 years between 1972 and 2002, the percentage of young people who voted fell to 35 percent in presidential elections and 28 percent in off-year elections.2
Young people are less interested in public affairs than they once were.
From 1960 through 1976, the proportion of Americans aged 18 to 25 who claimed they followed public affairs “most of the time” was about one quarter. Interest fell off in the next decades, and by 2000, just five percent said they regularly followed public affairs. Similarly, the percentage of incoming college freshmen who said that they discuss politics declined from over 30 percent in 1968 to 1970 to 16 percent in the late 1990s and 2000.3
Young people lack basic political and civic knowledge
According to the National Assessment of Educational Progress (NAEP), nearly one-third of high school seniors lack a basic understanding of how American government operates. Seventy-five percent of students scored at or below “basic” levels on the NAEP Civics Assessment.4
Civics courses are not as comprehensive today as they were in the past.
Most formal civics education today consists of only a single semester course on government, compared to as many as three courses in civics, democracy and government that were common until the 1960s.5 And because there is no civics testing required by the No Child Left Behind Act, schools feel little pressure to invest time or resources in civics education.
Civic values are essential to a vibrant and responsive democracy.
In his Farewell Address, George Washington said, “As the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.” The vitality of democracy requires that each generation be prepared for and committed to the responsibilities of self-government: voting, public service, holding office, and participating in political debate and discourse.
Parents and students support expanded civics education in schools.
The vast majority of Americans—88 percent—agree that policymakers should pay more attention to civics education in public schools. Americans also believe civics education in schools can improve academic performance (85 percent), prepare students for employment (84 percent), and improve student behavior (80 percent).6 Similarly, young people say they support mandatory civics classes in high school (66 percent) and middle school (64 percent).7
In 2005, 11 states passed legislation to improve civics education in schools.
State initiatives enacted in California, Colorado, Hawaii, Louisiana, Montana, New Mexico, North Dakota, Rhode Island, Utah, Virginia and Vermont varied greatly. Most encouraged school boards to promote civics education, while a few appropriated funds to help develop or implement a civics curriculum.
Endnotes
  1. U.S. Census Bureau, “Reported Voting and Registration by Race, Hispanic Origin, Sex and Age Groups: November 1964 to 2004,” May 26, 2005.
  2. Ibid.
  3. Carnegie Corporation of New York, “The Civic Mission of Schools,” 2003.
  4. Ibid.
  5. Ibid.
  6. Campaign for the Civic Mission of Schools, “From Classroom to Citizen: American Attitudes on Civic Education,” December 2004.
  7. Mark Lopez, “Youth Attitudes Towards Civic Education and Community Service Requirements,” CIRCLE: The Center for Information and Research on Civic Learning and Engagement, October 2002.
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