tag:theconversation.com,2011:/us/topics/civic-curriculum-27297/articlescivic curriculum – The Conversation2017-12-12T19:15:45Ztag:theconversation.com,2011:article/881312017-12-12T19:15:45Z2017-12-12T19:15:45ZSchools are not adequately preparing young Australians to participate in our democracy<figure><img src="https://images.theconversation.com/files/198656/original/file-20171211-9386-g1ceyf.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">As young Australians approach voting age they need simple, clear and practical instructions about the mechanics of how government works and how to vote. </span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>Australia’s youth are <a href="https://www.theguardian.com/australia-news/2016/aug/12/young-people-are-more-politically-engaged-but-health-is-deteriorating-index">interested in politics</a> and <a href="https://theconversation.com/young-australians-are-engaged-in-political-issues-but-unsure-how-democracy-works-84360">are passionate about issues</a> but, unless we take note of the latest report into civics and citizenship education, their capacity to participate in democracy and shape society in future may be limited.</p>
<p>Since 2004, the National Assessment Program – Civics and Citizenship (<a href="https://www.nap.edu.au/nap-sample-assessments/civics-and-citizenship">NAP-CC</a>) has been administered every three years to a national sample of year six and ten students. It’s used to measure students’ level of knowledge about subjects including Australian government, judiciary and democratic processes, and explores their attitudes towards civic participation. </p>
<p>The 2016 NAP-CC report has just been released and the results show some concerning, but familiar, trends.</p>
<p>As with previous assessments, the percentage of Australian students achieving the proficient standard remains low. This is a point on a scale that represents what has been deemed as a challenging but reasonable expectation of student achievement for their year level. </p>
<p>The report shows 55% of year 6 students achieved at or above the standard. </p>
<p>More problematic is the fact the rate of year 10 students attaining this standard was just 38%. This is the lowest result on record.</p>
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<h2>Civics and citizenship is a government priority</h2>
<p>Enhancing young people’s understanding of civics and citizenship has been a priority for <a href="http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_Goals_for_Young_Australians.pdf">successive Australian governments</a>. </p>
<p>The <a href="http://v7-5.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/curriculum/f-10?layout=3#page=3">Australian Curriculum: Civics and Citizenship</a> was developed in 2012/2013 to provide educators with tools to teach students about democracy and civic participation. This curriculum is delivered to students from Year 3 to Year 10. It’s based on the principle that informed and committed citizens will advance a robust democracy and schools play a vital role in preparing young people for the responsibilities of adult citizenship. </p>
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Read more:
<a href="https://theconversation.com/national-curriculum-review-experts-respond-26913">National curriculum review: experts respond</a>
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<p>This latest report into civics and citizenship education is the first opportunity for educators to see how students are performing under the new curriculum, and the results are disappointing. It shows by Year 10, Australian school students don’t possess the fundamentals deemed necessary to become active, informed citizens. </p>
<p>So what else should be done to help prepare our young people to participate in the democratic process?</p>
<h2>What do young people think?</h2>
<p>We have been undertaking research with recent school leavers aged 18 and 19 about their preparedness to participate in the Australian political process.</p>
<p>Many have told us they’re interested in political issues, but are uncertain about how the system works. </p>
<p>They also believe more could’ve been done to address this knowledge deficit while they were in school.</p>
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Read more:
<a href="https://theconversation.com/young-australians-are-engaged-in-political-issues-but-unsure-how-democracy-works-84360">Young Australians are engaged in political issues, but unsure how democracy works</a>
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<p>These high school graduates reported, while they could recall the subject being covered when they were in primary and early secondary school, they did not remember what had been taught. </p>
<p>The young people we spoke to suggested civics and citizenship education be extended through to Year 12. Interestingly, they wanted it to be viewed more as a life skill (similar to drug and alcohol education, for example) and not an academic subject. </p>
<p>They said young people need support when they’re approaching voting age and it would be useful for schools to assist with enrolment and provide basic information about the system of voting. </p>
<p>As one 18-year-old put it:</p>
<blockquote>
<p>The last time that my high school spoke about politics I was in Year 9. I was 14 years old. I’m not voting yet, it’s not relevant to me, I’m not even 16. I can’t even go to the doctors by myself. </p>
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<p>A simple and clear explanation in late high school would help alleviate the feelings of uncertainty first-time voters can experience when they go to cast a vote at the ballot box.</p>
<p>As another 18-year-old said about her peers:</p>
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<p>So many of my friends said to me, “which box do I tick?” and, “what do you mean I have to go above the line and below the line?”. Basic definitions and terminology is really important.</p>
</blockquote>
<h2>Where to from here?</h2>
<p>The 2016 National Assessment Program – Civics and Citizenship report tells us by Year 10, a majority of school students have little knowledge about Australian civics and democracy. This is concerning, especially as many students don’t encounter the topic later in high school, yet they will be required to vote when they turn 18.</p>
<p>We need to ensure all young people have the basic skills required to engage in Australia’s political process. As young Australians approach voting age they need simple, clear and practical instructions about the mechanics of how government works and how to vote. </p>
<p>School is the best place to teach this and it should be covered in the senior years. Doing so would help more young people become confident and empowered participants in Australia’s democracy.</p><img src="https://counter.theconversation.com/content/88131/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Zlatko Skrbis receives funding from The Australian Research Council. </span></em></p><p class="fine-print"><em><span>Jacqueline Laughland-Booy and Zareh Ghazarian do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.</span></em></p>Results from the latest report into civics and citizenship education show by the time students hit year ten, the majority of them have little knowledge about Australian civics and democracy.Zareh Ghazarian, Lecturer, School of Social Sciences, Monash UniversityJacqueline Laughland-Booy, Research Associate in Sociology, Monash UniversityZlatko Skrbis, Senior Pro Vice-Chancellor (Academic), Monash UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/568542016-05-09T00:49:52Z2016-05-09T00:49:52ZExplainer: What is wrong with America’s civic education<figure><img src="https://images.theconversation.com/files/121578/original/image-20160506-8077-1x75jzy.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">What are America's children learning in civics classes?</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/usaghumphreys/6091597370/in/photolist-qePrCK-pXgh3h-e1QuRj-pziKKZ-qePhKp-phQ6od-ahi2ES-eNVK82-5NHec8-2HRwc-biZYrc-pXnQcK-aRD1J8-ahi4MJ-4scJ2o-C8hMZD-DwizRk-5ek8Zu-ahi3FC-9RofC6-qcx7G3-ahfewZ-pXftwE-ahi1mS-pXgnLm-pQvzFe-ahfgFi-aD4ayH-oTHs72-ahfd8F-oTGSd3-ahi32y-c7idRQ-2Qm43n-yjdUcX-xaEEP8-xMM5Sr-x26Wx2-s2TMPS-x26Q3D-xjaJE6-xghun7-x1Zdd3-x1Z4wh-x1YWUj-xiAXqM-wmJPsV-x1Z9Ey-xghbAL-s2XRCK">USAG- Humphreys</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span></figcaption></figure><p>Any election demands knowledge, attention and wisdom from the whole electorate. When a campaign season does not seem to be going well, there’s often angst about whether the public has been sufficiently educated. </p>
<p>Anxious eyes turn to our public schools. </p>
<p>For instance, writing in The Atlantic recently, <a href="http://steinhardt.nyu.edu/faculty/Jonathan_Zimmerman">Jonathan Zimmerman</a>, professor of education and history at New York University, <a href="http://www.theatlantic.com/politics/archive/2016/04/civic-education-in-the-age-of-trump/477501/">decried the incivility of the 2016 campaign</a> and named “a flaw with civic education.” He wrote: </p>
<blockquote>
<p>Put simply, schools in the United States don’t teach the country’s future citizens how to engage respectfully across their political differences.</p>
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<p>I have studied and advocated civic education for almost two decades. I believe civic education must be improved in the United States. First, though, it’s important to understand the condition of America’s civic education.</p>
<h2>State of civic education</h2>
<p>Schools have a role in educating citizens, and they perform it in several ways. Almost all public schools offer explicit courses on American government, civics or, more broadly, history and social studies. </p>
<p><a href="http://www.nationalservice.gov/pdf/08_1112_lsa_prevalence.pdf">Some require volunteer service</a> and connect the service to classroom education as a way of teaching civic skills. Most schools also offer a range of extracurricular activities in which students <a href="http://civicyouth.org/featured-extracurricular-activities-may-increase-likelihood-of-voting/">learn to take leadership and make collective decisions</a>. </p>
<p>Forty states <a href="http://civicyouth.org/new-circle-fact-sheet-describes-state-laws-standards-and-requirements-for-k-12-civics/">require</a> civics courses for graduation. Although each state writes its own standards, what they say about civics overlaps a great deal. For example, <a href="http://civicyouth.org/wp-content/uploads/2012/10/State-Civic-Ed-Requirements-Fact-Sheet-2012-Oct-19.pdf">all states’ standards</a> require the U.S. Constitution to be covered in the curriculum. And every state and the District of Columbia expect all students to learn about <a href="http://civicyouth.org/wp-content/uploads/2012/10/State-Civic-Ed-Requirements-Fact-Sheet-2012-Oct-19.pdf">the functioning of the government</a>.</p>
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<img alt="" src="https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/121569/original/image-20160506-32012-109xzds.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">How well are America’s future citizens being prepared?</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/kjd/2502535352/in/photolist-4P99zf-5RxPq8-8UBCPi-fvqJKk-nS799x-ammKdS-nEgux8-obqdU6-nEgegr-beXqPT-8ztvQ-aVJFE2-nkZsMj-beXqPF-gHYFC3-re3jc7-7Wb1eS-6zCzmj-8yofaw-986W2T-9J1DTp-9kYWCn-9AXNey-fvEYSG-cdBKX-6efcWq-nqxnj7-4qohCU-4H1Edw-nEZtZJ-6Fopqh-nCu36D-fvEZDN-kraAnk-3pHz8o-4Edn21-avSrfa-fvqJbP-a6uPzb-4JX6Sf-ds88u7-97MRkQ-5RT1Yt-ivegLN-nd5Xxo-65mxsr-8pFTa3-8ibaJ9-ePvSFw-6tPXGb">Kim Davies</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
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<p>It is not surprising, then, that 97 percent of <a href="http://nces.ed.gov/nationsreportcard/pdf/main2010/2011466.pdf#page=41">high school seniors say</a> they have studied civics or government in school.</p>
<h2>What students know – and don’t know</h2>
<p>But what exactly are students learning? Is the situation as dire as some seem to believe? Or, do the students demonstrate a reasonable level of learning?</p>
<p>The answers to these questions depend on how you measure what students learn from their civics classes.</p>
<p>For example, after the federal government released its <a href="http://nces.ed.gov/nationsreportcard/">National Assessment of Educational Progress (NAEP)</a> Civics Assessment report in 2011, The New York Times published an <a href="http://www.nytimes.com/2011/05/05/education/05civics.html?_r=0">article titled</a> “Failing Grades on Civics Exam Called a ‘Crisis.’”</p>
<p>But, a closer look reveals that students actually got a lot of the NAEP’s questions correct. When presented with a plausible list of ideals, more than half of eighth graders could <a href="http://www.nationsreportcard.gov/hgc_2014/#civics">choose the one</a> that’s stated in the Preamble to the U.S. Constitution. </p>
<p>Clearly, they had studied the Constitution and remembered what they learned. </p>
<p>On the other hand, when eighth graders were asked to choose a “belief shared by most people of the United States,” a majority (51 percent) picked “The government should guarantee everybody a job,” and only a third chose the correct answer: “The government should be a democracy.”</p>
<p>Students are entitled to their own opinions about guaranteed employment, but this result suggests they misunderstood the U.S. political mainstream and current policy.</p>
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<img alt="" src="https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/121574/original/image-20160506-32021-14mwjde.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Students are spending time learning facts, but not learning how to discuss issues.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/wwworks/22088691939/in/photolist-zDUjyc-Ci8Rg3-w6YyLS-pjGSzi-6gz3yq-jGRYVs-9ktiXR-e3rEJq-9riyjU-nNUaWG-5Zs3Ut-dYRuSf-jGRYMG-9gL2FY-6m6kj4-6U9X9J-fCYnbn-aZpEUB-am9eCe-nMFxrf-ayysTi-dmbarB-6U9Yrd-b4yzRz-fDfXWL-5awC8o-4v5wXJ-7zeVM-bSQLse-fDfXLb-doEq7k-fDfXRd-fD6DPw-77AkZu-5qH82L-gwB1mr-fDcP71-bqPDKT-8RPNA2-77wpCp-6fivBJ-8oTq2a-5umDuc-7txDYG-fDfDwJ-b6Zbc6-nocbWr-6r5HQf-enWtJ8-rk2pPy">woodleywonderworks</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>A close and nuanced view of what young people are learning reveals both the strengths and weaknesses of the current curriculum. Almost all students are spending time learning about core documents, especially the U.S. Constitution. However, they don’t always perform as well on questions about current events or apply their knowledge to current politics.</p>
<p>For instance, after the 2012 election, my colleagues and I conducted a telephone survey of young adults and <a href="http://civicyouth.org/wp-content/uploads/2013/09/CIRCLE-youthvoting-individualPages.pdf#pages=24">found that</a> only 10 percent met a standard of “informed voting” that we defined as correctly answering most questions about current politics and the recent campaign, having an opinion about a major policy issue, choosing a candidate whose position was consistent with their expressed opinion about that issue <em>and</em> actually voting. </p>
<h2>Learning to talk and listen</h2>
<p>The deficit that Jonathan Zimmerman names is not a lack of knowledge of the formal political system or even of current events, but an inability to discuss controversial issues with civility. Some students do learn to do that <a href="https://www.routledge.com/products/9780415880992">in their civics or social studies classrooms</a>, but many students miss that opportunity.</p>
<p>Deliberation is one of the advanced skills necessary in a democracy. In courses and schools where “civic education” devolves into learning a lot of facts about the official political system, students don’t learn such skills. They may even forget the factual details that they have crammed for tests.</p>
<p>Most state standards for social studies are long lists of fairly miscellaneous topics that must be covered. That way of defining and regulating civics leads to a lot of cramming information. </p>
<p>On the bright side, at least <a href="http://civicyouth.org/states-are-implementing-the-c3-college-career-and-citizenship-framework/">eight states</a> have started using the <a href="http://www.socialstudies.org/c3">C3 (College, Career and Citizenship) Framework</a> to guide revisions of their standards. In the C3 framework, instead of studying one topic after another, students explore content in order to address important questions and prepare for active citizenship. The idea is to make civic education deeper, more purposeful and more interesting.</p>
<h2>Inequality in civic education</h2>
<p>Some students already experience exciting and challenging civic education, but some do not. Unfortunately, the most advantaged young people <a href="http://civicyouth.org/wp-content/uploads/2013/04/CIRCLE_NAEPBechtelFactSheetApril30.final_.pdf">tend to get the best opportunities</a> in civics, as in most other areas of education. </p>
<p>For instance, opportunities to discuss social problems and current events are <a href="http://www.civicyouth.org/PopUps/WorkingPapers/WP59Kahne.pdf#page=13">more common for white students</a> and students who plan to attend college than for kids of color and those not heading for college. The same is true for community service opportunities.</p>
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<img alt="" src="https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=399&fit=crop&dpr=1 600w, https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=399&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=399&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=502&fit=crop&dpr=1 754w, https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=502&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/121629/original/image-20160508-2513-1n22knl.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=502&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Opportunities to discuss current events are more common for white students.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/itupictures/8369682249/">ITU Pictures</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<p>Furthermore, schools themselves send implicit messages about who matters in society, whose voice counts, who has power and how power is exercised. For instance, African-American and Latino students are <a href="https://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/state-reports/discipline-and-participation-the-long-term-effects-of-suspension-and-school-security-on-the-political-and-civic-engagement-of-youth/kupchik-discipline-engagement-ccrr-conf-2013.pdf">far more likely</a> than white students to be punished for the same infractions. Schools that serve disadvantaged kids are more <a href="http://link.springer.com/article/10.1023/A:1021320817372">likely to be authoritarian and discriminatory</a>. </p>
<p>Since a school represents the government, these kinds of disparities send powerfully alienating messages about civic engagement and further expand gaps in civic engagement by offering the most empowering experiences to more advantaged kids.</p>
<h2>Need for innovation</h2>
<p>Civics in the 21st century should be excitingly different. The political world for which we are preparing students has changed dramatically, as have our students’ demographics and backgrounds. For instance, to stay informed, citizens once had to understand how a printed newspaper was organized, but now they have to know which social media to trust, follow and share. </p>
<p>Clearly, there is a need to innovate. The point is not to “bring back” the civics we once had, which <a href="http://yalebooks.com/book/9780300062564/what-americans-know-about-politics-and-why-it-matters">never produced</a> an impressively informed adult public. </p>
<p>A major priority in improving civics should be to expand opportunities for high-quality learning and engagement where they are most scarce today. That way, we can help students learn that politics and civic affairs are interesting, relevant and
even enjoyable.</p><img src="https://counter.theconversation.com/content/56854/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Peter Levine consults with the National Council for the Social Studies, which publishes the College, Career, and Civic Life standards.
Peter Levine has received funding from: Abt Associates American Association of University Women Aspen Institute Beldon Foundation, JEHT Foundation, Carnegie Corporation of New York, and Solidago Fund Bill of Rights Institute (BORI) Bonner Foundation Bridging Theory to Practice Carnegie Corporation of New York Case Foundation Center for Public Integity (CPI) Civic Enterprises LLC Close Up Foundation Corporation for National and Community Service Deliberative Democracy Consortium Democracy Fund Democracy Fund with Knight Foundation and McCormick Foundation Engelhard Foundation Ford Foundation Ford Foundation Foundation for Civic Leadership and The Bernard and Audre Rapoport Foundation Generation Engage Grosvenor Fund, National Geographic Foundation Indiana Humanities Council Jobs for the Future Kellogg Foundation (via Brandeis University prime) Kettering Foundation Knight Foundation Massachusetts Department of Education National Conference on Citizenship Nederlandse Organisatie voor Wetenschappelijk Onderzoek. New America Foundation Next Generation Learning Challenge Omidyar Network Online News Association Poynter Institute S.D. Bechtel, Jr. Foundation Spencer Foundation State of Florida through University of South Florida The Florence and John Schumann Foundation The McCormick Foundation The Nonzero Foundation The Pew Charitable Trusts The William and Flora Hewlett Foundation Tides Foundation US Department of Education WT Grant Foundation.
He is affiliated with: Paul J. Aicher Foundation, Director (2009-present) Discovering Justice (2013-present) Charles F. Kettering Foundation, Trustee (2004-present; program committee chair 2012-14) Street Law, Inc., Director and Program Committee Chair (2004-present)
</span></em></p>Ninety-seven percent of high school seniors have studied civics in school. While they can recall facts, they are unable to apply that knowledge to current politics. Why is that?Peter Levine, Associate Dean for Research and Lincoln Filene Professor of Citizenship & Public Affairs, Tufts UniversityLicensed as Creative Commons – attribution, no derivatives.