Cultures and Contexts of Civics Education and Assessment in the United States

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

Abstract

Objectives or Purposes. Our aim is to lay a foundation for the other papers on this panel by presenting a condensed history of the evolution of civics education in the US and its relationship with assessment in schools. We argue that assessment can serve not only as a tool to evaluate the quality of civics curriculum and instruction but can also promote or impede the cultivation of civic and democratic values in classrooms, school systems, individuals, and society. We discuss the ideologies embedded in civics curricula and assessment, exploring whose interests are served, what content and skills are emphasized and why, and what the effects are.

Perspective(s) or Theoretical Framework. We approach this topic from a historical and sociopolitical perspective. Among the questions motivating our discussion: How does civics education reflect social mores, political arrangements, economic conditions, intellectual traditions, customs, and beliefs about the goals and roles of schools? How might assessment be more instrumental in promoting development of individual and collective American identity and the perpetuation of shared values?

Methods. We use a critical analysis of historical and contemporary sources to investigate the ideologies embedded in civics curricula, the interests served, the content and skills emphasized in various types of assessments, and their effects. We also question whether the process of democratic accountability through assessment is compatible with the norms and values embedded in civics curricula (Noddings, 2013; Parker, 2023).

Data Sources, Evidence, Objects, or Materials. We draw on a wide range of sources, including historical documents, policy papers, academic literature, and cultural artifacts. We explore several domains of civics education—history, government, social studies, critical thinking—and the ways that policy, accountability, and assessment have shaped and been shaped by diverse purposes of schooling. Examples include the “Problems of Democracy” course, Americanization programs and naturalization exams, and today’s divisive concepts laws (Author, 2024; Evans, 2004; Hertzberg, 1981; Jenness, 1990; Parker, 2023; Thornton, 1994).

Results. We conclude it is imperative to consider the use and misuse of civics education and assessment in the future. We also question whether civic knowledge truly affects civic action and how this can be measured.

Significance. Our presentation provides a comprehensive overview of the complex interplay between civics education, assessment, and societal values in the US. It offers insights for educators, policymakers, and researchers interested in the future of civics education and its role in shaping individual and collective American identity. It also raises questions about the role of assessment in promoting democratic accountability and civic engagement. We call for a more nuanced and critical approach to civics education and assessment, taking into account the diverse and often conflicting values, interests, and perspectives shaping American society. We believe such an approach can help foster a more informed, engaged, democratic citizenry. This work also has implications for the broader field of education, as it highlights the importance of critical thinking, democratic values, and civic engagement in shaping educational policies and practices.

Authors

• Benjamin M. Jacobs, The George Washington University

• Michael J. Feuer, The George Washington University