Monitoring Civic Learning Opportunities in K-12 Schools

• In Event: Advancing Civic Learning and Engagement Through High-Quality, Equitable Assessment Practices

Abstract

Objectives and Purposes. This presentation will discuss the current state of the measurement of civic learning opportunities (CLO) in K-12 schools in the United States and propose a research-based set of indicators to measure CLO, with an emphasis on monitoring equity. We will discuss approaches to gathering validity evidence to support the use of these indicators to monitor and improve equity in CLO in classrooms, schools, and on a large scale.

Perspective(s) or Theoretical Framework. We ground our work on opportunity to learn (OTL) conceptualizations that not only consider content coverage, content exposure, content emphasis, and quality of instructional delivery, but also consider the resources provided to school districts by states, to schools by school districts, and the opportunities available in communities (Marion, 2020). Following a recently developed framework, we define CLO as the scope of conditions and resources that promote civic learning outcomes, which go beyond civic knowledge and skills, to also consider civic dispositions and civic behaviors and actions (Savage et al., 2023).

Methods, Techniques, and Modes of Inquiry. This presentation will summarize the scholarly literature on OTL and CLO, the state of measurement of CLO, and results from existing surveys that provide a partial understanding of CLO. We will highlight research on equity gaps in CLO to emphasize the importance of monitoring these opportunities for equitable civic learning. We will describe our proposed set of CLO indicators along with approaches to gathering validity evidence to support the use of these indicators to monitor equity in CLO in classrooms, schools, and on a larger scale.

Data sources. The data sources for this study cover multiple perspectives (e.g., those of teachers and students) and include:
• National surveys, e.g., the civics survey questionnaire of The Nation’s Report Card (2022), the IEA Civic Education Study (Kahne & Middaugh, 2008), and nationally representative teacher survey data gathered by this team (Author, 2024).
• Regional surveys (e.g., Kahne & Middaugh, 2008; Kahne & Sporte, 2008).
• Civic learning frameworks and scholarly research (e.g., Educating for American Democracy, 2021; Institute for Citizens & Scholars; 2023).

Results. Our findings highlight the need for greater focus on CLO in K-12 education to ensure equitable access for all students and highlight gaps in our understanding of the activities and instructional strategies used in schools, classrooms, and communities to support students' civic learning. We propose a system of practical, low-burden CLO equity indicators to help education systems address CLO equity and foster student competencies related to civic learning.

Significance. The scholarly significance of this study lies in its potential to inform the development of a system of CLO equity indicators. Such a system can help education systems address CLO equity and help ensure all students are afforded equal resources to build the skills they will need to engage in civic life. The study also emphasizes the need for high-quality indicators that inform the state of CLOs and track potential differential access to CLOs across diverse communities or groups of students.

Authors

• Margarita Olivera Aguilar, American Institutes for Research

• Sam Rikoon, American Institutes for Research

• Laura S. Hamilton, National Center for the Improvement of Educational Assessment, Inc.

• Corey Savage, University of Glasgow