Creating Civic Opportunities in the Classroom: Lessons from Research

CERGCivic Engagement Research Group at Mills College

Creating Civic Opportunities in the Classroom: Lessons from Research

Joseph Kahne Mills CollegeFebruary 9, 2009


For more information

Joseph [email protected]

mailto:[email protected]

http://www.civicsurvey.org/


Goals of PresentationDiscuss what we’ve learned about what schools currently do to promote the

civic mission of schoolswhat schools can do to promote the civic

mission of schoolswhat we need to learn more about


The Civic Mission of Schools

The qualifications of self-governance are not innate. They are the result of habit and long training.

-- Thomas Jefferson


Youth Voting - UpThe youth vote has risen steadily from

37% in 1996 to 52% in 2008Youth participation up in primaries youth turnout tripled in Iowa, Georgia,

Missouri, and Oklahoma youth turnout quadrupled in

Tennessee


The Youth Vote

In most primaries more than 80% of those 18-29 did not vote

In the presidential election 48% of those 18-29 did not vote


Youth Participation

55% of youth (18-29) were judged to be disengaged in 2008

9% of youth could list two ways a democratic society benefits from civic participation (From NAEP)


Civic KnowledgeMany students lack basic civic knowledge

50% could not identify the correct function of the Supreme Court

33% could not identify either of California’s U.S. Senators from among a list of options


Adult Civic Knowledge: Room for Improvement

38% of adults could name the three branches of government

59% could name the three Stooges


We Know Youth Care about Others

“I try to help when I see people in need”

86% Agree – 5% Disagree84% reported volunteering in high school!


Assessing Educational StrategiesMuch literature in the 1960’s and

70’s questioned the impact of educational strategies (Langton and Jennings, 1968)

Recent studies focused on the qualities of instruction have found larger effects


Good News: We Know What Works1. Instruction in Gov’t, History, Econ2. Discussions of Current Events3. Service Learning4. Extracurricular Activities5. Student Voice in Schools and

Classrooms6. Simulations


Chicago StudyTwo Studies:4,000 high school students in

Chicago3,000 high school students from

19 districts in California


The Basic Question Would varied civic learning opportunities

promote commitments to civic participation and actual participation?

Controlling for Prior commitments Demographics Other school qualities Parental participation


Methodology and Sample

Targeted eleventh graders in spring 2005 Included only students who responded to civic

measures in 2003 and 2005 Total of 52 schools - 4,057 students Did a series of 3-level HLM models, adding groups

of variables related to each of the above constructs


-0.01 -0.03 -0.01

-0.03 -0.03 -0.02 -0.04-0.05

0.05

0.15

0.25

0.35

PSAE Reading

Female

Latino Asian White

Social Status

Concentrated Poverty

Demographic Variables

Civi

c Co

mm

itmen

t Effe

ct S

izes

Demographics Are Not Destiny When It Comes to Civic Commitments


0.14 *** 0.13 ***

0.05 *

-0.05

0.05

0.15

0.25

0.35

Parent/Student Talk NeighborhoodSocial Capital

School Sense of Belonging

Civic Community Variables

Civi

c Co

mm

itmen

t Effe

ct

Size

sExperiencing Civic Community Promotes Civic Commitments


0.05 ***0.02

-0.01-0.07 ***

0.05 * 0.06 **

-0.1

0

0.1

0.2

0.3

0.4

Peer SupportAcademicAchievement

QualityEnglish Instruction

Teacher Support Parental Press

Acad. Ach.

School Clubs

Non-school clubs

Other School and After-School Variables

Civi

c Co

mm

itmen

t Effe

ct

Size

sAcademic and After School Opportunities Not Sufficient toDevelop Civic Commitments


0.39 ***

0.2 ***

0.34 ***

-0.05

0.05

0.15

0.25

0.35

Service Learning

Classroom Civic LearningOpportunities

Civic CommitmentsIn 2003

Civic Learning Variables

Civi

c Co

mm

itmen

ts E

ffect

Si

zes

Classroom-Based Civic Learning Opportunities MATTER


39

16

68

0

10

20

30

40

50

60

70

80

"Average" Classroom Civic Opportunities

"Low" Classroom Civic Opportunities

"High" Classroom Civic Opportunities

Varying levels of Civic Learning Opportunities

Per

cent

ile R

anki

ng, C

ivic

Com

mitm

ents

A Tale of Three Students


Implications

Some think schools should handle academics while other goals are handled by families and communities

Families and communities matter, but schools can make a big difference and, in addition, can help offset inequalities that would otherwise exist


The California Survey of Civic Education

A Diverse Group of California High Schools Demographic range of student race, ethnicity,

achievement level, socioeconomic status, and geography (rural, urban, suburban)

2005: 2,366 students surveyed in spring of their senior year

2006: 2,151 students surveyed (898 seniors,1,253 juniors)

2007: Post surveys given to 514 students from junior sample -- now seniors

School Practices & OutcomesCommitment

toParticipation

Intend to

Vote

Informedto

VoteCivicSkills

PoliticalKnowledge

PoliticalInterest

Classroom-Based Instruction Gov, Hist, Law Current Events Open Class ClimateExperiential Learning Opportunities Service Learning Extracurricular Activities Simulations

Statistically significant


These Commitments Relate to Future Behavior

Commitments to Participatory Citizenship, Political Interest, and Intention to Vote predict: electoral activity, staying informed about politics

and current events civic activity


Access to Desired Opportunities

When asked about access to civic learning opportunities most common response: “A little”

36% reported never participating in a role-play or simulation while in high school

34% reported never doing service learning while in high schoolchool


Access to OpportunitiesBright Spots:68% said they learned a lot about the

structure and function of government58% said they often discussed current

events46% said they were often in classes

where a wide range of views were discussed


Can Education Promote More Equitable Engagement?

The studies show us that education can help promote engagement.

Can it promote more equitable engagement?


Civic & Political Inequality

“Citizens with low or moderate incomes speak with a whisper that is lost on the ears of inattentive government, while the advantaged roar with the clarity and consistency that policymakers readily head” (APSA)


Unequal Voice High vs. Low Income Citizens 4x as likely to be part of campaign

work 3x as likely to do informal

community work 2x as likely to contact elected

officials 9x as likely to contribute to

campaigns


The Youth Voting Gap25% of 18-29 yr olds with at least

some college voted in primaries (1 in 4)

7% of 18-29 yr olds with no college experience voted in primaries (1 in 14)


Influence Is Unequal

The policy preferences of those in the bottom third of the income distribution had no apparent statistical effect on their senators’ roll call votes.

-- Larry Bartels


Can Schools Narrow Civic and Political Inequality?

Schools have historic mission of preparing youth for democracy

Schools reach broad cross-section of youth.

Are schools addressing or exacerbating inequality?


Unequal Opportunities 32% of youth going to 4 yr. colleges said they had “a lot” of opportunities to do service learning in high school

16% of youth going to 2 yr. voc. education said they had “A lot” of opportunities to do service learning in high school


Unequal Opportunities

Compared with white studentsAfrican-American students report:

Fewer civically oriented government courses

Fewer discussions of social problems and current events

A less open classroom climate



Compared with white students, Latino students report:

Fewer opportunities for service learning

A less open classroom climateFewer experiences with role plays and simulations



Compared with students taking AP American Government, students in College Prep Gov’t classes report fewer of all civic learning opportunities

80% of AP sample took part in simulations

51% of CP students took part in simulation



Our analysis of the IEA National Database Compared to 9th graders of average SES,

9th graders of high SES were: 2x more likely to discuss how laws are

made 1.9x more likely to report participating in

service activities 1.6x as likely to take part in a debate or

panel discussion


Conclusion: Democracy for Some:

Good NewsCivic learning opps

can support development of civic and democratic capacities and commitments

Bad NewsSchools are not

providing equitable access to these opportunities


What We Need to Know

How to increase the quantity of these opportunities? Professional Development Increased focus on effective practices Use of indicators to provide direction

and feedback Assessment


How to Increase Equality of Access to these Opportunities?

Include civic learning opportunities (content and skills) in standards so that they are part of the curriculum for all students.

Low stakes district and state assessments of opportunity to learn and of youth commitments and skills.

Feedback for schools, district and state on the quantity and equality of opportunities and outcomes.

Equitable funding and distribution of professional development and other supports for schools to deliver civic learning opps.


Implications

Your Thoughts, Questions, …

Creating Civic Opportunities in the Classroom: Lessons from Research

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