Running head: THE CASE FOR CIVICS EDUCATION 1

The Case for Civics Education in Schools Today

EDU 600 Teacher as Leader
Joan Fazo
The University of New England
October 24, 2012






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The teaching of civics used to play a vital role in educating students about our nations
history and democracy and in developing behaviors that promote citizenship. Chris Rickert,
columnist for the Washington State Journal, cites Mike McCabe, executive director of the
Madison-based Wisconsin Democracy Campaign, as saying that lack of civics education is a
huge problem (2012, C.1). Rickert also cites Sen. Bob Jauch, D-Poplar, who is active with the
We the People citizenship project for students, as saying, Civics is underappreciated, and
unfortunately too many school districts dont include civics as a course (2012, C.1). Today,
civics courses are being phased out of schools curriculums due to budget cuts and an emphasis
on subjects related to high stakes testing. Current literature points to a need for civics education
in schools. In the present paper, some of the literature detailing the effects of budget cuts and
high stakes testing on civics education is presented.
The literature indicates that recent civics assessments have yielded poor results.
According to Bruce Cole, a former chairman of the National Endowment for the Humanities and
current senior fellow at the Hudson Institute, over 50 percent of high school seniors scored
below basic on the latest NAEP civics test; only a quarter of students tested proficient or better
(2012, p. 24). Jason Raia, vice president of education at Freedoms Foundation at Valley Forge
cites that in Guardian of Democracy: The Civic Mission of Schools, a report produced by the
Campaign for the Civic Mission of Schools in partnership with the Lenore Annenberg Institute
for Civics of the Annenberg Public Policy Center at the University of Pennsylvania, it states that
only one-third of Americans could name all branches of government; one third could name
none, just under half of Americans (47 percent) know that a 5-4 decision of the Supreme Court
carries the same legal weight as a 9-0 ruling, almost a third of those surveyed mistakenly believe
that a Supreme Court ruling can be appealed (2012, pp. 10-17). Raia also cites that in the
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National Assessment of Educational Progresss Civics Assessment-a nationwide study of basic
civics knowledge-researchers defined competency as the ability to correctly answer three-
quarters of the questions on subject-based tests: Only 5 percent of Americans were competent in
economics, 11 percent in domestic issues, 14 percent in foreign affairs, 10 percent in geography,
and 25 percent in history (2012, pp. 10-17).
There are specific attitudes and skills as well that people need to possess in order to be
active citizens. An assessment of those attitudes and skills was recently developed by the
Corporation for National and Community Service and the National Conference on Citizenship.
They published their results in Civic Life in America: Key Findings on the Civic Life of the
Nation. The results were as disappointing as the results of the civics knowledge-based
assessments previously cited. Results showed that less than 20 percent participated in political
activities other than voting (from 14.8 percent supporting a party or candidate to just 3.1 percent
participating in a protest or demonstration). Urban dwellers, regardless of race, showed less
civics engagement on every indicator than that demonstrated by suburban and rural communities.
Nearly 60 percent of suburban and rural residents voted in 2008, while only 53 percent of urban
residents voted. Rural residents were also more likely to overcome distance and join a group
than urban residents were (Raia, 2012, pp. 10-17).
The literature indicates that there are a host of reasons why civics behaviors are so low.
Many of the behaviors stem from the issues facing society today, such as the state of the
economy and peoples lack of time in order to become involved in their roles and duties as
citizens. Yet, there are people who do become involved and the findings of the Civic Life in
America study indicate that education is the reason for the difference in behaviors. The
relationship between education and engagement is simple: more education equates to more
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likely civic behaviors that benefit our democracy (Raia, 2012, pp.10-17). The study did not
investigate the amount or the quality of civics education of the participants, but it implies that
there exists a correlation between the number of years of such education and civics behavior.
Additional research conducted may prove that more civics education does increase civics
engagement. These findings could make the case for keeping civics education in our schools
(Raia, 2012).
The literature points to high-stakes testing and budget cuts as two reasons for the decline
of civics education today. The introduction of wide-scale high stakes testing such as the No
Child Left Behind (NCLB) Act and the Race to the Top federal grant program have put the
emphasis on teaching and assessment of specific subject matter, of which social studies and
civics education are not included. Federal funds are provided if math, reading, writing and
science are tested in third through eighth grade and again in 11th grade, but only math and
reading are used to measure a schools average yearly progress (AYP). If student progress in
math and reading do not meet goals, instructional time for social studies and civics education is
often sacrificed for math and reading remediation. Because there isnt a national requirement for
social studies or civics education, many states are eliminating the subjects altogether (Raia,
2012).
Federal aid has recently ended for a program geared toward instruction in American
history. Congress recently restored the Striving Readers Comprehensive Literacy program to
promote literacy from birth to the end of high school. The literacy program didnt receive any
federal aid last year, but money from the Teaching American History grants program will be
going to fund the literacy program. The Teaching American History grants program has provided
more than $1 billion for professional development for K-12 history teachers since it began in
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2001. The decision to abolish the Teaching American History grants program, long
championed by the late Sen. Robert Byrd, D-W.Va., will create a great loss for history
educators, said Andrew T. Mink, an outreach director at the University of Virginias Curry
School of Education, in Charlottesville. It is extremely disappointing, said Mr. Mink, who
served as the program director on a number of the federal grants his university has been involved
with. Its brought a new value and relevance for historic sites, historic resources to inform
instruction, he said of the program. The whole conversation (among educators) of
understanding the past and teaching that understanding has been accelerated over the last 11
years (Robelen, 2012, p.19).
Even when civics is taught, State Curriculum Standards that result from high stakes
testing is determining the type of civics that is taught. Many states have standardized civics and
government curriculums as a result of NCLB. The social sciences are not included in the scope
of NCLB, but all curriculums are feeling the effects of greater teacher accountability and
systemized decision making because of the act, according to Wayne Journell, an assistant
professor at the University of North Carolina at Greensboro. In his recent article in PS, Political
Science & Politics, he cites that Virginia was one of the first states to introduce curriculum
standards, and its Standards of Learning (SOLs) have been used as a model for standardization in
other states. In his article, Journell also cites some of the implications of standards on instruction,
such as textbooks and other educational materials that are created to uphold a certain ideological
position (Apple 1979). Also, standards lend themselves to a simplistic approach to civic
understanding. Recent studies have found that social studies instruction does not usually involve
discussion, and scholars often blame standards-based education as a reason (Parker 2006; Wilen
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2003). Educators also need to ensure that their instruction is age appropriate, even when the
curriculum may fail to do so. (Journell, 2010).
The question then arises as to what is the answer to keeping the teaching of civics
education alive and well in our schools. The literature points to nonprofit groups and
competitive grants as a possible answer. The work of nonprofit groups that are committed to
civics education can substitute for the loss of school-based citizenship education. Organizations
like the Center for Civic Education, which is responsible for two civics education programs, We
the People and Project Citizen, the Mikva Challenge and Freedoms Foundation at Valley Forge
provide civics education opportunities, resources for teachers, curriculum for classrooms and
service learning and leadership experiences for students. However, civics education programs
such as these are also in danger of losing funding. The literature states that there are competitive
grants for civics education, like the Sandra Day OConnor Civic Learning Act, but they are no
substitutes for a national program offered in every state and every district of the country. A
competitive grant for civics learning, in addition to a national program of civics education, is a
good idea. It would allow many of the nonprofit groups that are doing work in civics education
throughout the nation to reach wider audiences (Raia, 2012).
In conclusion, the current literature points to a need for civics education in schools.
Budget cuts and high stakes testing have taken their toll on its place and purpose in schools
curriculums. Perhaps the public, including parents and educators, should be more vocal about the
governments role in determining what and how subjects should be taught in our nations
schools. Jason Raia, says it best when he states, If our democracy is to thrive, citizens need to
understand that they have a role to play. Citizens must understand and embrace their
responsibilities, be active in both the electoral process and public policy, and be armed with a
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basic level of knowledge that will allow them to engage their government in determining the
future. All this begins with civics education, and as a nation we must do better (2012, p.10-17).
















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References
Cole, B. (2012, April 11). History education is also a national security issue. The Examiner.
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Journell, W. (2010). Standardizing citizenship: The potential influence of state curriculum
standards on the civic development of adolescents. PS, Political Science & Politics,
43(2), 351-358. Retrieved from http://0-
search.proquest.com.lilac.une.edu/docview/193995631?accountid=12756
Raia, J. L. S. (2012). Citizens for the 21st century: civics education today. The Judges' Journal,
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Rickert, C. (2012, August). Math, science, yes - but what about civics?. Wisconsin State Journal.
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Robelen, E. W. (2012). Literacy wins, history loses in fiscal '12 in federal budget: foreifn-
language, civics, economics, aid also scrapped. Education Week, 31(15), 19. Retrieved
from http://0-search.proquest.com.lilac.une.edu/docview/917192488?accountid=12756