Join the conversation

On September 17, 1787, the delegates to the Constitutional Convention held their final meeting. There was only one item of business: Signing the Constitution of the United States of America. Henceforth, September 17 came to be known as Constitution Day.

The Constitution established the framework for a government. A government dependent on its people for survival. So it seems fitting on this day in history to consider American students' performance in civics.

The most recent results available from National Assessment of Student Progress (NAEP) test in civics are from 2006 (the test was administered in 2010, but the results have not yet been released). On that test, we learned that about two out of every three American students at grades 4 (73%), 8 (70%) and 12 (66%) have at least a basic knowledge of civics.* That does not sound TOO bad, though it is certainly concerning that a third of our high school seniors do not have even a basic sense of civics--and these are the students who make it to twelfth grade.

But then you look at proficiency levels. Now, I hear “basic” and I think “minimal.” I hear “proficient” and I think “acceptable.” (Of course, given the condition of many standardized tests these days, that is not necessarily a valid assumption, but we are talking about NAEP, not a state test, and anyway, I digress…). And on NAEP, only about 24% of students scored at the proficient level (24% of 4th graders, 22% of 8th graders and 27% of 12th graders). Wow. These students will become citizens who have to make important decisions every election. If those decisions are not grounded in knowledge of how the government is designed to function, it stands to reason they might not be that great.

Some argue that one reason students don’t know so much about civics is that schools focus too heavily on reading and math, excluding other subjects not tested under No Child Left Behind. While the Learning First Alliance supports assessment systems that promote a broader curriculum, we also believe that there are impressive civics educators doing extraordinary things every day under the current system of accountability.

Consider Montana’s 2009 Teacher of the Year, Sally Broughton, who ensures her students gain basic skills as well as knowledge of how the government works. Through Project Citizen, her students identify a problem that can be solved by public policy and they investigate it—reading. Then they take surveys and do research—math. Then they learn about how democracy works and where to go to have a policy changed—civics. And on top of that, by developing and proposing alternative solutions to a policy problem, they develop higher-order thinking and public speaking skills.

These aren't what one might consider "theoretical" projects. Her students actually speak to policymakers. And they have vastly improved life in their school and community. They have gotten public restrooms downtown. And a school-wide bicycle helmet policy.

Then there is my personal favorite. Living in prime earthquake country, her students investigated the ways that a nearby dam could fail. They met with the local GIS coordinator for the county and proposed some ways the problem could be solved. They presented a final plan to the county commissioners, who directed some of their members to investigate it. The county got a state grant, with students testifying at the state hearing, to initiate some of the changes the students had suggested. Later the county got a grant from Homeland Security to implement all the measures students had recommended, including an early warning system, a well-publicized evacuation route and a reverse 911.

Through such activities, I would guess that Sally Broughton's students have successfully learned how their government works. And on this day in history, I hope we can celebrate her and her students, and consider how we can make more students aware of how our country works.

*Some specific details: 75% of 4th graders know that only citizens can vote in the U.S. 28% of 8th graders can explain the purpose of the Declaration of Independence. 49% linked religious freedom to the Bill of Rights. 50% of 12th graders correctly identified the outcome when state and national laws conflict. Only 5% could explain checks on the President’s power.

**A bit late for today, but some resources for lessons on the Constitution and civics education include the Center for Civic Education and the National Constitution Center.