Many U.S. Students Aren't Getting
a Strong “Civic Core” of Learning

New Report Critiques Uneven Civics and History Standards in 48 States, the District of Columbia, and Department of Defense Schools

WASHINGTON – The typical American high school student has neither an understanding of nor appreciation for the basic democratic principles that make the United States different from most other nations. This is the conclusion of several polls and student assessments over the past few years. Now a new study suggests why – many schools aren’t teaching history and civics in a comprehensive fashion.

The provocative nationwide report, authored for the Albert Shanker Institute by noted historian and educator Paul Gagnon, finds that most states need to overhaul their academic standards if students are to learn – and understand – the history, politics, geography, and economics indispensable to committed, thoughtful citizens.

Currently, education standards in only 24 states and the District of Columbia have documents that include, fully or partly, the specific study topics to make an adequate civic core of learning, finds the report. Yet, even in these cases cases, essential topics are scattered and lost in an overwhelming mass of material. Some standards cite a laundry list of topics and ideas that teachers must try to cram into the school day. Others provide only vague guidance about what is to be taught, while posing broad, sweeping themes and questions. The result is that standards are not even “coverable” in the time schools have. Much less are they teachable in imaginative, memorable ways.

Gagnon gives credit to the 48 states (plus the District of Columbia and the Department of Defense schools) for taking on the difficult, contentious, task of developing standards on the content that students should master in history, civics and the social studies. But the quality of their citizenship education won’t improve, he concludes, until states require common cores of historical and political learning for all students.

“Since September 11 we sense a new eagerness among students to better understand their country.  But, for students to effectively learn the important lessons in civics studies, states must prioritize content,” says Sandra Feldman, president of the American Federation of Teachers and

of the Shanker Institute. “All of our kids need knowledge of the most important individuals, ideas, and events behind our democracy’s struggle to survive and flourish.”

“Some may challenge the idea of a required common core of civics and history,” says Gagnon, “but the answer goes to the heart of democracy: all citizens, whatever their origin or status, have the right to a common body of learning that gives them to power to talk to each other as equals about their society’s priorities and political choices it faces.” 

Indicators of Civic Ignorance

The report was partly motivated by the growing number of indicators pointing to a troubling lack of student understanding of politics and history at all grade levels.

The 2001 National Assessment of Educational Progress (NAEP) found that only 17 percent of eighth graders scored at proficient or advanced levels in United States history. Fewer than half knew that the Supreme Court could decide a law’s constitutionality. At the same time, only 11 percent of twelfth graders scored at the proficient or advanced level. Only a third knew what the Progressive Era was and many were unsure whom we fought in World War II.  Recently, 81 percent of college seniors at 55 leading colleges and universities scored an F or D when quizzed on American history.

States Can Ensure a Civic Core

The report recommends that states give veteran teachers and scholars a larger role in advising states what should be studied. Narrowing standards to an essential “core” would help their colleagues select and teach the most important topics within the available instructional time for the subject, the report says. Dr. Gagnon offers one “model of a civic core” for states and their expert advisors might consider. He also provides ideas on how school’s limited instructional time could be allocated to teach a civic core that is rich in both breadth and depth, and still leave time for local choices.

Once revised, standards should more clearly define the content that contributes to students’ civic competencies; and states should work with schools and universities to train new and existing teachers to meet these revamped standards. 

Copies of this publication are available for $15 each ($10 each for orders of five or more) from the Albert Shanker Institute, 555 New Jersey Avenue, NW, Washington, DC 20001.