Civic Education in United States: A Multiple Regression of Civic Education Scores from the National Assessment of Educational Progress

Bonnie L Bittman,William B Russell

doi:10.46303/ressat.01.02.1

Abstract

Social studies teachers instruct their students through a variety of instructional pedagogies. Social science education researchers have called for K-12 teachers to transition away from a traditional lecture format and move towards a format that encourages critical thinking. Classroom debates of controversial issues are a common method by which teachers engage students in higher-order thinking. This research study utilizes the 2010 National Assessment of Educational Progress (NAEP) 12th grade civics assessment (n = 9,800) to identify instructional techniques that improve studentâ€™s score. Utilizing the NAEP Data Explorer online statistical analysis tool, a linear regression was conducted examining the effects of race, socio-economic status, instructional pedagogies, and access to newspapers and computers on student performance. Results show that discussing current events, at any frequency, increases student performance. Students who participated in classroom debates once or twice a month or less also improved. African-American and Hispanic students scored lower, as did students who qualified for free and reduced lunches. This study suggests that the inclusion of current events should be encouraged civics classes.

Highlights

When the National Assessment of Educational Progress (NAEP) released its Nation’sReport Card for Civics in 2011, it became apparent U.S students made few gains when answering questions of America’s constitutional democracy (National Center for EducationalStatistics, 2011)
While the NAEP includes a number of instructional methods students report on, this study focused on the inclusion of current events and debate discussions in the classroom
That participation could lead to policy changes necessary to fully close the economic, political, and social differences so engrained in the American society

Summary

Introduction

When the National Assessment of Educational Progress (NAEP) released its Nation’sReport Card for Civics in 2011, it became apparent U.S students made few gains when answering questions of America’s constitutional democracy (National Center for EducationalStatistics, 2011). Report Card for Civics in 2011, it became apparent U.S students made few gains when answering questions of America’s constitutional democracy On the 2010 Nation’s Report Card on civics education, only 67% of twelfth-graders reported studying the U.S Constitution, students of color made no gains, and female students scored significantly lower than male students as Bittman & Russell III. Research in Social Sciences and Technology, 1(2), 1-16 compared with 2006. It appears high school graduates in the U.S lack basic knowledge of civic life, politics, and government institutions. The current lack of participation by young people in the U.S is reflective of the current political focus towards older U.S citizens (Galston, 2004).

Results

Discussion

Conclusion