Join the conversation

Midterm elections are just eight days away. If history is any indication, less than half of eligible citizens will show up to elect the politicians who will guide the country through the next two years.

In 2006, the average voter turnout in a state was 43.35%. This was up from 2002 (42.5%) and 1998 (40.38%). Among voters age 18-29, the turnout is much worse--just 26.76% came out in 2006 (up from 23.74% in 2002 and 22.87% in 1998).

I have been thinking about voter turnout recently in  considering recent conversations about the role of schools and importance of education. We often talk about the individual benefits of education--it is necessary for one to get a good job and have a good life in the 21st century. And we talk about the economic benefits of education--as a nation, we need an educated workforce to compete in the global marketplace.

But we don't often talk about the importance of education for the governance of our nation. And we don't prioritize that role of schools in our schools. A recent survey of high school social studies teachers found that 70% believe social studies classes are a lower priority than math and language arts because of pressures related to standardized assessments, with 45% believing the de-emphasis came from No Child Left Behind.

When citizenship is a focus of schools and districts, it often takes the shape of what Rick Hess calls "vocational citizenship"--learning socially desirable behaviors (self-discipline, delayed gratification, being courteous, etc) for the practical benefits they provide to an individual student. Important, to be sure, especially in disadvantaged communities where students may lack opportunities outside of schools to learn those skills.

But these lessons do not always help students understand their role in a community, or in the nation. And the low priority of civics education seems evident to me when considering student performance. On the 2006 National Assessment of Educational Progress in civics, just 24% of fourth graders scored at or above "proficient," demonstrating at least competency over challenging subject matter. Just 22% of eighth graders and 27% of twelfth graders reached that level.

What does that look like in terms of content knowledge? Just 43% of twelfth graders can describe the meaning of federalism in the United States. Only 5% can describe the checks on the President's power. And these are tomorrow's voters.

In thinking about such stats, low turnout rates at midterm elections make more sense to me. Why would voters come out if they don't fully understand what they are voting for?

It is hard for schools to get involved in the political process. And they should certainly not advocate for any political position. But schools should teach students about the government--how it works and their role in it. These elections provide an excellent opportunity for teachers to help inform their students on this subject. And hopefully in the future, we as a nation will do more to ensure our students are prepared to participate fully in our democracy when they leave our public schools.

See more of what I have to say about civics education over on Edutopia.