What would it take to build and encourage the adoption of a more evidence-based approach to civic education?
In a recent seminar hosted by Philanthropy Roundtable, Senior Director of American Values & Policy Philanthropy Clarice Smith explored this question. She was joined by two leading voices in civic education: Victoria Hughes, founder and first president of the Bill of Rights Institute, and Dr. Wilfred McClay, faculty chair at Hillsdale College and author of “The Land of Hope.”
Motivated by a desire to renew American civic education, Hughes and McClay discussed their proposal to develop “The Science of Civics,” which would research the most effective means of teaching civics to young learners and translate those findings into K-12 classroom instruction. Hughes and McClay were initially inspired by the “Mississippi Miracle,” the name given to the dramatic improvement in elementary reading scores Mississippi achieved by researching the science of reading and implementing these new teaching strategies in their schools.
More than any single reform, Mississippi’s success reflected a coordinated process, based on the science of reading, that informed instruction methods, curriculum, teacher preparation, assessment and accountability to improve student outcomes.
Hughes and McClay are exploring the possibility of achieving similar success in civics education and will launch this effort in October with an initial working group meeting at the National Constitution Center. The goal of the working group is two-fold: first, to determine whether lessons from the science of reading can be adapted to civics education and to identify what additional research may be needed; second, to look for policy lessons other states could use to achieve Mississippi’s success implementing this reform.
When asked about the current state of civic education in the country, McClay said, “It’s abysmal. … For the most part, it’s disappeared.”
Hughes added, “There are some bright spots – excellent small programs, but the efforts are fragmented and are not reaching the majority of K12 students.”
By partnering with researchers, policymakers and educators, the project aims to strengthen a subject that is vitally important yet too often neglected in today’s education system.
Rather than treating the 250th anniversary as a one-year celebration, Hughes and McClay emphasized America’s semiquincentennial as a unique opportunity to reflect on the remarkable achievement of constitutional self-government and to renew our understanding of what it means to be an American citizen.
“It is a teachable moment, or a teachable period, that we must take advantage of to make civic education a national priority,” Hughes said.
McClay added, “You have to educate students about what it means to be a citizen of a republic, and of our republic in particular … and imparting the affection and devotion to our country that this kind of citizenship requires. There is an element that involves education of the heart.”
Hughes and McClay evaluated the current state of civics education in America, both expressing concerns about the country’s current trajectory.
“I think it’s fair to say the young learner has been ignored,” Hughes said. “For the last 30 years starting in the1990s, young learners have been the victims of the ideologically fueled, adult-waged social studies wars.”
Her statement highlighted the “learning gap” she sees in civic education. Although students encounter valuable material in civics courses, educators often lack age-appropriate, research-based strategies that work for young learners.
The science of civics initiative would address that need.
“We want to develop a generation of citizens who are knowledgeable about our form of constitutional self-government,” McClay said. “Who can think independently, who can behave civilly and who can engage productively in their communities.”
He believes this goal will be accomplished by ensuring complex civics topics are taught in age-appropriate ways that strengthen students’ understanding and help them recognize the lasting significance of what they are learning.
Ultimately, McClay and Hughes hope the science of civics will help students engage in civic discourse, contribute to their communities and approach both discussions and civic engagement with a deeper understanding and appreciation for government institutions.
Donors passionate about pursuing a renewed approach to civics education in our country can support several different organizations that are accomplishing valuable work in this area.
Philanthropy Roundtable is providing a list of organizations suggested by our panelists. The Roundtable has not fully vetted all these organizations, and we simply list them here for review and consideration.
- Core Knowledge Foundation is an independent, non-partisan nonprofit that provides free elementary educational resources, including curriculum in history and geography with a “Pathway to Citizenship” section in the Teacher’s Guide.
- Bill of Rights Institute equips teachers and students with effective civics material, including their Junior Bill of Right’s free resources for elementary school students.
- Hillsdale College is a liberal arts college grounded in the ideals of Western civilization as well as the free principles of the American founding. Specific investable opportunities for elementary civics education could include funding scholarships for students preparing to be K-12 social studies teachers.
- Institute for Humane Studies is a network of experts committed to developing civil society through research, teaching resources and public discussion. A potential funding opportunity could include their Liberal Democracy & Civics Initiative, a new project that focuses on the intersection of liberal theory and character formation and possible applications for civics education.
- Great Hearts Academies is a network of K-12 schools across Louisiana, Texas and Arizona providing high-quality classical education.
- Classical Commons is a network that exists to equip parents, educators and administrators in their work supporting and providing excellent K-12 education in the classical model.
Victoria Hughes is a longtime leader in civic education reform who began her career as a middle school civics teacher. She later served as the founding president of the Bill of Rights Institute, where during her 11-year tenure she oversaw the development of educational resources that reached nearly 25,000 teachers nationwide. Most recently, she co-chaired the Civics and Civic Engagement Task Force for America 250 the U.S. Semiquincentennial Commission.
Dr. Wilfred M. McClay is the Victor Davis Hanson chair in classical history and Western civilization at Hillsdale College. He is one of the nation’s leading scholars of American history, citizenship and civic formation. A prolific author and public intellectual, he has spent decades exploring the ideas, institutions and habits that sustain a free society. He is also the author of the widely acclaimed “Land of Hope,” an invitation to the great American story, which has become a popular resource for students, educators and citizens seeking a deeper understanding of the American experience.
