Creating Civic Opportunities in the Classroom: Lessons from Research

1. Creating Civic Opportunities in the Classroom: Lessons from Research Joseph Kahne Mills College February 9, 2009

2. For more information Joseph Kahne jkahne@mills.edu www.civicsurvey.org

3. Goals of Presentation Discuss what we’ve learned about • what schools currently do to promote the civic mission of schools • what schools can do to promote the civic mission of schools • what we need to learn more about

4. The Civic Mission of Schools The qualifications of self-governance are not innate. They are the result of habit and long training. -- Thomas Jefferson

5. Youth Voting - Up • The youth vote has risen steadily from 37% in 1996 to 52% in 2008 • Youth participation up in primaries • youth turnout tripled in Iowa, Georgia, Missouri, and Oklahoma • youth turnout quadrupled in Tennessee

6. 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

7. 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)

8. Civic Knowledge Many 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

9. Adult Civic Knowledge: Room for Improvement • 38% of adults could name the three branches of government • 59% could name the three Stooges

10. We Know Youth Care about Others • “I try to help when I see people in need” 86% Agree – 5% Disagree • 84% reported volunteering in high school!

11. Assessing Educational Strategies • Much 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

12. Good News: We Know What Works Instruction in Gov’t, History, Econ Discussions of Current Events Service Learning Extracurricular Activities Student Voice in Schools and Classrooms Simulations

13. Chicago Study Two Studies: • 4,000 high school students in Chicago • 3,000 high school students from 19 districts in California

14. 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

15. 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

16. Demographics Are Not Destiny When It Comes to Civic Commitments 0.35 0.25 Civic Commitment Effect Sizes 0.15 0.05 -0.01 -0.02 -0.01 -0.05 -0.03 -0.03 -0.03 -0.04 PSAE Reading Female Latino Asian White Social Status Concentrated Poverty Demographic Variables

17. Experiencing Civic Community Promotes Civic Commitments 0.35 0.25 Civic Commitment Effect Sizes 0.14 *** 0.15 0.13 *** 0.05 * 0.05 Neighborhood Social Capital School Sense of Belonging Parent/Student Talk -0.05 Civic Community Variables

18. Academic and After School Opportunities Not Sufficient toDevelop Civic Commitments 0.4 0.3 0.2 Civic Commitment Effect Sizes 0.1 0.06 ** 0.05 *** 0.05 * 0.02 0 -0.01 Peer Support Academic Achievement Quality English Instruction School Clubs Non-school clubs Teacher Support -0.07 *** -0.1 Parental Press Acad. Ach. Other School and After-School Variables

19. Classroom-Based Civic Learning Opportunities MATTER 0.39 *** 0.34 *** 0.35 0.25 0.2 *** 0.15 Civic Commitments Effect Sizes 0.05 Service Learning Classroom Civic Learning Opportunities Civic Commitments In 2003 -0.05 Civic Learning Variables

20. A Tale of Three Students 80 68 70 60 50 Percentile Ranking, Civic Commitments 39 40 30 20 16 10 0 "Average" Classroom Civic Opportunities "Low" Classroom Civic Opportunities "High" Classroom Civic Opportunities Varying levels of Civic Learning Opportunities

21. 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

22. 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

23. Statistically significant School Practices & Outcomes

24. 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

25. 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

26. Access to Opportunities Bright Spots: • 68% said they learned a lot about the structure and function of government • 58% said they often discussed current events • 46% said they were often in classes where a wide range of views were discussed

27. Can Education Promote More Equitable Engagement? • The studies show us that education can help promote engagement. • Can it promote more equitable engagement?

28. 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)

29. 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

30. The Youth Voting Gap • 25% 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)

31. 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

32. 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?

33. 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

34. Unequal Opportunities Compared with white students African-American students report: • Fewer civically oriented government courses • Fewer discussions of social problems and current events • A less open classroom climate

35. Unequal Opportunities Compared with white students, Latino students report: • Fewer opportunities for service learning • A less open classroom climate • Fewer experiences with role plays and simulations

36. Unequal Opportunities 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

37. Unequal Opportunities 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

38. Conclusion: Democracy for Some: Good News Civic learning opps can support development of civic and democratic capacities and commitments Bad News Schools are not providing equitable access to these opportunities

39. 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

40. 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.

41. Implications Your Thoughts, Questions, …