►
From YouTube: Civics Education: Building 21st Century Skills
Description
Shawn Healy from the Robert R. McCormick Foundation and Ted McConnell from CivXNow Coalition discuss the importance of civics education. June 19, 2020.
A
If
the
history
and
heritage
of
our
civic
life
and
the
functions
of
our
civic
institutions,
second,
to
help
students
develop
civic
skills
to
gain
skills
such
as
the
ability
to
analyze
text
and
determine
the
reliability
of
sources
and
to
gain
an
understanding
of
the
ways
in
which
civic
institutions
operate
and
how
individuals
can
be
involved
in
civic
life.
Put
it
simply
if
you're
upset
over
your
garbage
service,
don't
write
your
state
legislature
or
write
your
mayor
or
City
Council.
A
Civic
learning
also
seeks
to
help
students
develop
a
civic
disposition
to
gain
values
such
as
an
appreciation
for
free
speech,
civil
discourse
and
understanding
perspectives
that
differ
from
one's
own
as
well
into
the
disposition
to
be
civically,
engaged
life.
Long
and
finally,
Civic
learning
done
right
helps
develop
civic
behaviors
to
develop
civic
and
political
habits
and
behaviors,
which
include
voting
engagement,
deliberative
discussions,
volunteering
attending
public
meetings
and
other
activities
related
to
civic
life.
A
A
That's
provided
to
school
kids
today,
the
most
reliable
national
measure
we
have
on
how
well
our
schools
are
doing
in
providing
civic
education
is
the
National
Assessment
of
Educational
Progress
tests
in
civics,
the
eighth
grade,
nape
and
civics
was
released
just
a
couple
of
months
ago
and
since
the
beginning
of
the
administration
of
napes
and
civics
scores
have
been
flat
in
the
States
back
to
1998,
with
barely
25%
aggregate
of
students
being
able
to
demonstrate
a
frankly
dumbed
down
proficient
status
in
this
area.
Why
is
this
so?
A
Well,
don't
blame
the
teachers
they
want
to
teach
civics
and
they
want
to
do
it
in
a
21st
century
manner.
The
problem
we
have
is
ever
since,
in
October
night
in
1957,
when
the
then
Soviet
Union
launched
a
basketball
thing
size
thing
into
space
called
Sputnik,
we've
had
periodic
national
panics
over
how
well
we're
doing
in
stem
in
science
in
engineering.
It
meant
mathematics
and
more
recently
in
English,
certainly
during
the
No
Child
Left
Behind
era
and
during
the
Common
Core
era,
time
and
attention
for
civic
education
was
squeezed.
A
So
our
coalition,
the
civics
now
coalition,
is
dedicated
to
helping
every
single
state
policy
maker.
Reverse
this
trend
provide
adequate
attention
to
civics.
You
know,
there's
still
nine
states
in
the
nation
where
there
is
no
state
requirement.
You
take
a
civics
course
and,
depending
on
how
you
want
to
judge
it,
there
are
only
eight
or
nine
states
in
the
country
that
have
meaningful
assessment
in
civic
learning
and
folks,
if
it
isn't
tested,
it
isn't
taught,
isn't
trite.
It's
the
reality.
A
In
every
school
in
the
country,
school
administrators
are
discs
incentivized
from
providing
the
time
and
resources
necessary,
precipitous
están
it
their
jobs,
depend
on
their
school's
performance
in
math
English,
the
reading
arts,
largely
that's
something.
We've
got
to
change
the
civics
now
coalition,
in
consultation
with
allies
across
this
country,
have
developed
a
policy
menu
that
we'll
talk
about
here
in
just
a
few
minutes.
But
now
I'd
like
to
turn
this
over
to
my
friend
Sean
Healey,
to
talk
about
what
effective
civic
learning
looks
like
and
the
six
proven
practices
plus
in
civic
learning,
dr.
Healy.
B
Thank
You
Ted,
and
thank
you
too
NCL
and
ncsl
for
this
opportunity
to
speak
about
something
that
both
Ted
and
I
are
deeply
passionate
about
and
I
want
to
start
from
a
place
of
I
started
my
career
as
a
high
school
civics
teacher
and
actually
the
picture
on
the
screen
that
this
this
introductory
picture
is
from
something
called
the
legislative
semester.
I
had
the
great
privilege.
My
second
teaching
job
in
2001
was
was
at
a
high
school
called
commuity
High
School
in
West,
Chicago
and
I
walked
into
a
school
that
had
a
required
semester.
B
Long
government
class
state
didn't
required
at
the
time
and
it
was
a
really
innovative
class.
It
was
already
seven
years
in
the
making
where
it
was
a
semester,
long
simulation
of
the
state
legislature
and
down
to
the
level
where
every
class
meeting
was
run
through
parliamentary
procedure,
students
declared
political
parties,
they
wrote
legislation,
they
debated
legislation.
B
Ultimately,
we
had
in
school
field
trips,
where
we
had
committee
hearings.
What
you
see
here
on
the
screen
is
a
picture
of
full
session.
Students
sit
by
party
on
the
respective
sides
of
the
auditorium
and
debate
bills
and
a
mentor
of
mine
had
designed
this
class
back
in
the
mid
90s,
and
you
stopped
lunch
with
him
every
day
and
I
said
Steve.
Why
is
this
this
not
the
norm
everywhere
and
he
was
on
the
verge
of
retirement
and
handing
this
class
off
to
me
and
he
said
Sean.
B
That's
your
job
to
figure
out
so
I
feel
like
in
many
ways.
I've
spent
the
time
since
I've
been
in
philanthropy
now
for
for
15
years,
trying
to
realize
that
aspiration
to
disseminate
best
practices
in
civic
learning
throughout
Illinois
and
now
would
Ted
trying
to
do
this
work
nationally.
So
I
want
to
get
into
what
good
civic
learning
looks
like
Ted
mentioned
the
National
Assessment
for
Educational
Progress
in
civics.
We've
been
doing
this
for
a
while,
and
fortunately
some
of
that
testing
as
been
defunded.
B
Ted
mentioned,
we
just
got
new
results
less
than
two
months
ago
on
nape
for
eighth
graders,
and
we
found,
for
example,
in
in
middle
school
students
who
took
a
class
in
eighth
grade
where
civics
was
the
main
focused
did
best
on
this
test,
measuring
their
civic
knowledge
and
skills
so
teaching
it
matters
a
heck
of
a
lot.
My
assignment
in
this
segment
is
to
talk
about
how
we
teach
and
how
we
teach
matters.
A
lot
too,
as
Ted
said,
thanks
to
Ted's
leadership
under
the
the
campaign
for
the
Civic
mission
of
schools.
B
Our
field
really
over
the
last
two
decades,
has
coalesced
around
best
practices,
which
we
increasingly
are
comfortable
in
calling
proven
practices
and
there's
a
list
I'm
going
to
kind
of
walk
through
here
with
you
one
of
it.
One
of
them
is
direct
instruction,
which
is
typically
not
a
problem
in
a
lot
of
parts
of
the
country.
Didactic
instruction
certainly
is
prevalent.
There
is
a
place
for
it,
but
also
more
experiential.
Student-Centered
practices
like
discussing
current
and
controversial
issues,
service-learning
and
simulations
of
democratic
processes
like
the
one
I
described
in
West
Chicago
Illinois.
B
Also
it
matters
how
a
school
itself
is
governed
is
their
student
voice
and
participation
in
the
governance
of
schools
and
extracurricular
opportunities
are
super
important
and
not
just
student
council.
There
are
all
kinds
of
civic
benefits
from
student
participation
and
a
range
of
extracurricular
activities,
I'm
a
data
guy
I'm,
a
political
scientist
that
studies
this
stuff
so
I'm
going
to
give
you
some
data
to
back
all
this
up.
But
do
you
want
to
add
through
the
civics
now
coalition,
we
did
a
it's.
A
national
summit
back
in
2017
published
a
report
that
accompanied
this.
B
It
was
really
up
an
update
of
that
civic
mission
in
schools
report
the
guardian
of
democracy
report.
These
are
reports
that
were
published
in
in
2003
and
2011
respectively.
This
new
report
in
17
basically
underlined
those
six
practices
and
said:
yes,
there's
also
some
complimentary
approaches
to
high-quality
civic
learning,
including
news,
media
literacy,
education,
action,
civics,
that's
more
experiential,
civic
learning,
the
strong
connection
of
social
and
emotional
learning
that
we
achieved
through
civic
learning
and
school
climate,
which
we
know
is
so
important
for
a
range
of
student
outcomes.
B
So
I'll
speak
that
as
I
said
to
each
of
these
and
more
details
in
this
report,
I
thought
this
graphic
was
particularly
powerful.
So
we're
not
calling
we're
not
asking
to
make
civic
education
great
again
saying
yeah.
There
was
this
bygone
era.
We
did
use
to
teach
it
a
lot
more,
but
21st
century
civics
probably
should
look
a
lot
different
than
its
predecessor,
so
preparing
students
for
a
world
where
most
of
us
aren't
getting
our
news
from
printed
newspapers
anymore.
B
This
is
something
that
we
have
to
do,
k12
so
into
those
practices
a
little
bit
and
I'm
going
to
draw
from
from
research
in
the
field
and
some
of
my
own.
This
is
a
report
that
Ted
had
a
hand
in
a
2009
report
that
looked
looked
at
international
data
and
was
particularly
interested
in
what
type
of
civics
instruction
drove
outcomes
that
I
think
we
all
care
about
like
working
hard,
obeying
the
law,
voting
paying
attention
and
media
a
note
here.
B
B
This
particular
finding
was
one
of
the
more
powerful
ones,
I
gleaned
from
my
analysis
of
the
last
time
we
tested
high
school
students,
which
sadly
was
2010,
but
the
nape
2010
test
for
12th
graders
students
perform
best
on
this
measure
of
their
civic
knowledge
and
skills
when
they
talked
about
current
events
every
day
that
is
particularly
powerful,
given
that
this
test
does
not
measure
current
events
right.
So
current
events
brings
things
like
our
government
institutions
and
our
Constitution
to
life
daily
dosage
was
what
I
found
was
most
powerful.
B
Looking
at
middle
schoolers
in
in
our
most
recent
data
from
2018,
you
can
see
there's
a
huge
range
here
and
the
extent
to
which
social
studies
class
is
in
middle
school,
engage
students
and
discussions
of
current
and
what
they
call
societal
issues.
We
also
know
looking
at
the
the
2018
nape
for
eighth
graders,
that
when
students
participated
regularly
in
debates
or
panel
discussions,
which
relates
to
current
and
controversial
issues,
of
course,
they
did
much
better
on
this
test.
So
higher
frequency
better
scores
that
West
Chicago
simulation
I
started
with
it's
actually
been.
B
Research
has
been
a
couple
dissertations
written
about
this.
A
fairly
recent
research
report
actually
compared
outcomes
between
this
West
Chicago
simulation
and
AP
students
at
a
highly
regarded
high
school
in
the
Chicago
area,
and
they
found
on
lots
of
measures.
Those
measures
were,
there
are
three
dots
are
the
highest
level
of
statistical
significance.
B
Unfortunately,
Nate
doesn't
ask
questions
about
service-learning.
Last
time
they
asked
a
question
specifically
about
volunteer
work
was
1998,
so
I
realized.
This
data
is
quite
old,
but
really
powerful.
Finding
here,
I
found
as
I
looked
at
the
1998
nape
and
specifically
at
12th
graders
students
who
did
volunteer
work
in
the
community,
whether
it
was
through
school
or
on
their
own,
vastly
outperformed
students
who
didn't
do
volunteer
work
and
the
difference
between
students
doing
volunteer
work
from
in
school
or
on
their
own
was
not
statistically
significant.
B
So
the
source
of
that
volunteerism
is
isn't
important
and
I
will
say,
there's
huge
inequities
in
terms
of
who
does
that
service
on
their
own,
so
by
schools,
making
these
opportunities
available,
be
it
through
classes
or
extracurricular
opportunities.
We
can
start
close,
some
closing
some
of
these
gaps
that
I'm
going
to
end
with
and
then
finally
just
to
state
something
that
I
don't
know
is
incredibly
obvious.
When
we
talk
about
civic
education,
we
often
talk
about
what
happens
in
a
civics
class
or
a
government
class.
B
Of
course
this
can
happen
across
the
curriculum,
but
it
also
speaks
about
how
a
school
is
run
and
I
quote
here
from
a
developmental
psychologist,
Connie
Flanagan,
who
talked
about
students
who
experienced
civic
climate
at
schools,
were
fellow
citizens
willing
to
listen
to
and
respect
differences
of
opinions
and
specifically
young
people's
opinions.
They
saw
the
school
as
a
mini
polity
and,
frankly,
most
of
our
schools
still
are
public
schools.
There
are
government
institutions
how
they
function.
How
they're
run
gives
students
a
sense
of
how
government
functions
and
how
government
runs.
B
Obviously,
in
this
moment,
as
we
look
at
students
of
color
and
specifically
our
Hispanic
and
african-american
students,
so
they're
very
much
is
a
civic
achievement
gap.
Talk
a
lot
about
achievement,
gaps
in
math
and
reading
persistent
in
civics
and
I
want
to
say
it's
actually
predictable.
So
much
of
this
gap
is
actually
a
product
of
the
inequitable
opportunities.
So,
as
I've
looked
at
past,
looked
at
my
own
data
and
other
researchers
have
looked
at
this
when
we
look
at
exposure
to
best
practices.
B
When
we
look
at
ideal
dosages
students
of
color
students
who
qualify
for
school
lunch
students
whose
parents
dropped
out
of
high
school
students
who
are
have
low
levels
of
English
language
proficiency
are
less
likely
to
have
access
access
to
these
opportunities,
so
these
so-called
gaps
are
predictable
and
I'm.
Going
to
end
with
this,
we
have
important
research
that
suggests
that
demography
is
not
destiny,
and
what
you
see
up
here
is
a
graph
is
a
study
of
Chicago
public
school
students.
B
A
longitudinal
study
researchers
were
interested
in
what
drove
a
positive
response
to
a
question
like
everyone
has
a
responsibility
to
be
concerned
with
state
and
local
issues,
and
what
you
have
up
here
on
this
graph
is
regression
analysis.
The
big
two
things
that
drive
this
look
to
the
far
left
are
in
class,
Civic,
learning
opportunities
and
service-learning,
and
look
at
things
like
demography,
which
yes
have
some
impact
on
student
outcomes,
but
dwarf'
are
dwarfed
by
these
classroom
based
civic
learning
opportunities.
So
demography
is
not
destiny
in
this
moment
where
equity
is
finally
a
focus.
B
C
Yeah,
thank
you
very
much
yeah.
This
is
a
time
where,
if
you
have
any
questions,
you're
welcome
to
type
them
into
the
chat
box
or
just
unmute
yourself
in
a
NASCAR.
Our
guests
here
today,
I'll
give
everybody
just
a
few
seconds
to
collect
their
thoughts.
If
not
I
have
a
few
questions
to
ask,
but
I
want
to
give
you
all
the
chance
to
have
first
dibs
and
asking
questions.
A
Yes,
we
are
prepared
to
respond
to
this
moment.
Sean
mentioned
the
civic
learning
opportunity
gap
which
we
hope
to
work
with
policymakers
in
every
state
to
ameliorate
is
Sean,
mentioned
kids
going
to
schools
serving
predominantly
students
of
color,
lower
SES
status.
High
rates
of
free
and
reduced
lunch
are
not
getting
the
same
equitable
opportunity
for
civic
learning
experiences
as
kids
attending
schools
in
the
suburb
serving
principally
flight
and
higher
SES
communities.
This
is
a
gap.
That's
got
to
be
closed.
A
B
So
it's
it's
actually
not,
and
my
slide
did
say
part
of
the
part
of
these,
so
called
gaps
or
reflection
of
inequitable
opportunities.
Part
of
it
we
think,
speaks
to
the
curriculum
itself
so
from
where
I
stand
and
I
don't
speak
for
civics.
Now
in
this
respect,
but
I
speak
for
the
McCormick
Foundation.
We
certainly
think
anti-racist
teaching
should
be
part
of
that
curriculum.
We've
started
embedding
some
of
those
Lib
civics
principles
into
our
work.
B
Ted's
going
to
speak
to
a
school
improvement
model,
we
have
called
democracy
schools
where
we've
overlaid
that
Lib
civics
framework
and
I'll
also
add,
there's
there's
a
separate
effort
iCivics
as
part
of
this
with
generation
citizen,
that's
looking
specifically
at
equity
in
civics.
We
started
our
work
about
a
year
ago
and
we
plan
to
publish
a
paper
on
this
in
the
fall,
so
I
think
the
field
is
very
much
up
to
this.
B
A
Pearce
friend
south
carolina,
we
share
your
worry,
of
course.
The
problems
that
I
mentioned
earlier
about
the
squeezing
of
the
curriculum
far
predate
the
pandemic,
but
we
do
definitely
share
your
worry
and
a
Amy
again.
I
love
the
center
Pacific
at
education,
too.
I
worked
there
for
10
years
and,
of
course,
CCE
is
in
partnership
with
ncsl
on
project
citizen.
C
All
right,
well,
we're
gonna
come
back
to
another
period
of
Q&A
after
we
continue
on
with
our
presentation.
So
we've
heard
about
their
sort
of
the
present
context
of
civic
education
in
America,
but
now
we're
going
to
move
our
discussion
towards
what
states
can
do
to
promote
civic
education,
so
I'm
gonna
pop
the
screen
back
up
and
Ted
will
tell
us
about
a
menu
of
policy
options
for
states
to
consider
around
civics
education.
A
A
A
There
we
state
learning
standards.
Every
state,
of
course,
has
standards
in
the
social
studies,
social
sciences-
they
might
go
by
different
names,
but
you
got
that
animal
in
your
state.
As
your
state
revises
it's
social
study
standards.
We
strongly
urge
you
to
make
them
fewer,
clearer,
higher
in
a
review
of
state
standards
than
a
few
years
ago.
We
found
that
so
many
were
an
overloaded
laundry
list
of
dead
people's
names
and
battles
to
memorize.
You
never
could
get
to
the
civic
disposition
and
behaviour
part.
A
So
as
each
state
updates
at
standards,
we
recommend
again
fewer
clear,
higher
and
use
the
college
and
career
and
civic
life
framework
for
the
social
studies
which
was
developed
by
the
leading
15
content
organizations
in
history,
both
US
and
world
civics
economics
and
geography
a
few
years
ago.
All
of
this
information,
by
the
way
pardon
me,
will
make
available
through
Michelle
Dehradun
CSL
and
is
available
at
civics,
now.org,
civics
now.org.
A
So
there's
our
recommendation
on
state
standards,
making
fewer
clear,
higher
and
use
the
c3
framework
next
slide,
please
assessment
and
accountability
or
the
third
rail
in
education
policy.
Folks,
like
I,
said
earlier,
that
isn't
tested,
it
isn't
taught,
isn't
try
it's
a
reality.
We
got
eight
or
nine
states
that
have
meaningful
assessment
and
civic
education.
Depending
on
how
you
want
to
cut
it.
We
have
a
number
of
states
that
administer
to
a
degree
or
another,
the
new
citizens
test
of
the
Immigration
Service.
That's
not
enough.
A
We
recommend
that
every
state
has
specific,
dedicated
civic
courses
at
upper
elementary
in
middle
and
high
school,
with
an
end-of-course
objective
state.
We
also
recommend
States,
look
at
alternative
forms
and
assessments
such
as
portfolio
assessment
and
classroom
based
assessment,
which
Tennessee
and
Washington
state
are
experimenting
with
student.
Achievement
on
civics
assessment
should
have
consequences
beyond
just
course
grade.
They
should
have
consequence
for
the
student
and
consequence
for
the
school
itself.
A
A
As
a
mention,
we
recommend
that
every
state
have
dedicated
course
time
upper
elementary
at
least
one
semester
in
middle
school,
and
preferably
a
full
year
standalone
civic
course
in
high
school,
with
attendant
assessment
that
utilized
the
six
proven
practices
plus
for
that
dr.
Healy
just
ran
us
through
a
few
minutes
ago.
They
these
courses
need
to
be
tied
and
included
into
assessments
that
are
part
of
the
state's
accountability
system.
A
Students
should
have
the
opportunity
of
experiencing.
If
you
will,
a
civics
lab
you're
not
going
to
graduate
chemistry
without
going
to
a
chemistry
lab.
Well,
we
we
should
have
civics
labs
to
where
students
get
out
into
the
community
and
experience
what
civic
life
is
all
about
and,
of
course,
States
should
take
advantage
of
the
interdisciplinary
possibilities
of
civic
education,
including
in
English
in
science.
Class
Florida
has
just
come
up
with
a
marvelous
marvelous
reading
list
for
their
ela
classes
for
their
English
classes
that
take
into
account
civic
material
next
slide.
A
Please,
the
greatest
predictor
of
how
well
students
are
going
to
do
in
any
subject
area
is
a
well-prepared
teacher
in
front
of
the
classroom.
In
far
too
many
states
today
to
become
a
civics
or
history
teacher
pardon
me
all
you
need
to
have
is
an
undergrad
degree
and
to
prep
past
the
praxis
to
the
social
science
exam.
That's
not
enough.
We
need
to
require
a
minimum
of
undergraduate
coursework
in
American
government
and
US
history.
We
need
to
revise
the
current
certification
examinations
to
ensure
every
teacher
has
the
fundamental
knowledge.
A
They're
gonna
need
in
order
to
teach,
and
we
need
to
ensure
that
the
schools
of
education
are
including
work
on
the
unique
pedagogy
of
civics,
including
the
use
of
experiential
learning,
guiding
classroom
discussion
of
controversial
issues,
which
is
very
important
and
very
hard
to
do
so.
Teachers
need
to
be
better
prepared
in
this
area
and
next
slide.
They
need
to
be
supported
throughout
their
career
through
effective
professional
development.
A
States
need
to
develop
programs
that
help
recruit
teachers
who
are
more
reflective
of
the
population,
and
every
state
needs
to
provide
more
effective,
ongoing
professional
development
opportunities,
including
professional
development
opportunities
for
math
literacy
and
science
teachers.
So
they
can
help
meet
the
civic
mission
of
their
schools
next
slide.
Please.
A
Equity,
we
talked
about
the
Civic
learning
opportunity
gap,
which
leads
to
the
Civic
learning
demonstration
gap.
We
recommend
the
assessments
that
we
do
partly
to
attack
this
gap
and
end
it.
We
strongly
recommend
that
every
state
report
the
results
of
its
civic
assessment
and
disaggregate
the
data
by
student
groups
to
show
where
there
are
gaps
so
policymakers
can
make
informed
decisions
on
where
to
put
resources.
A
State
should
provide
funding
and
technical
assistance
to
support
schools
that
are
struggling
in
providing
high-quality,
Civic
learning
and
states
should
ensure
equitable
funding
for
currently
underserved
school
populations.
This
is
vitally
important.
Next
slide.
Please
implementation
policies
don't
implement
themselves
and
you
legislators
and
legislative
staff
know
that
better
than
most
people,
you
pass
a
marvelous
bill
and
you
hand
it
off
to
the
executive
branch
any
governor's
on
this
call.
Well
sorry,
and
it
doesn't
get
implemented
like
the
legislature
intended
implementation
matters.
A
We
recommend
that
every
single
state
establish
an
entity,
perhaps
a
private
sector,
public
partnership
to
ensure
there's
information
about
best
practices
available
to
every
school.
A
database
of
civic
learning
risk
sources
available
every
school.
Here's
something
I
should
have
mentioned
earlier.
As
the
decline
in
the
amount
of
time
and
attention
has
happened
with
civic
learning,
the
same
time,
there's
been
a
revolution
of
innovation
and
how
to
teach
this
stuff
in
a
21st
century
manner.
A
We
mentioned
the
Center
for
civic
education
earlier
they've,
been
part
of
this
revolution
of
innovation,
iCivics
a
program
founded
by
Justice
Sandra,
Day
O'connor,
which
involves
computer
simulation
games
of
governmental
processes.
The
programs
of
the
constitutional
rights
foundation
I
could
go
on
and
on
the
Supplemental
civic
learning.
A
Education
community
has
led
this
revolution
of
innovation
and
word
on
this,
and
the
availability
of
this,
and
mostly
these
are
free
programs
available
to
every
school
in
the
country.
Word
needs
to
get
out
that
they're
available,
so
implementation
matters
establish
an
entity
to
help
oversee
implementation
in
your
state.
Next
slide.
Please
you
voice
matters.
A
You
should
have
an
opportunity
to
test
drive
our
democracy
by
opportunities
to
participate
age-appropriate,
while
they're
in
school
student
councils
need
to
be
more
than
about
picking
the
prom
colors,
they
should
represent
the
voice
of
the
students
to
school
administration,
every
local
school
board
and
every
State
Board
of
Education
should
have
youth
representation.
Schools
and
districts
should
work
with
local
units
of
government
to
find
student
participation
in
public
decision-making
bodies.
A
Perhaps
a
youth
representative
to
the
City
Council
to
the
County
Commission
school
students
should
be
able
to
work
with
local
government
representatives
to
make
issues
of
concern
to
them
known
to
governmental
entities,
so
Youth
voice
matters,
and
we
need
to
be
more
intentional
on
how
we
you
are.
We
look,
learn
from
you
and
listen
to
you
next
slide.
Please
school
culture,
climate
leadership,
matters,
Shawn
mentioned
this
a
few
minutes
ago.
Schools
and
districts
should
ensure
the
policies
and
daily
practices,
including
student
discipline,
reflect
democratic
ideals
and
principles.
A
Democracy,
schools
there
currently
seven
states
in
the
country
who
modeled
a
program
that
was
started
by
Sean
Healey
and
his
colleagues
in
the
state
of
Illinois,
their
democracy,
school
programs
in
California,
there's
a
program
in
Arizona
and
Connecticut
in
Kansas
and
I'm,
leaving
a
state
or
two
out
I
know
what
democracy
schools
are
all
about:
our
schools
that
commit
to
a
rigorous
self-evaluation
and
commit
to
improving
how
they
approach,
civic
learning
are
recognized
by
state
officials
for
their
efforts.
Tennessee
has
just
started
a
wonderful
program.
A
Governor
lee
instituted
this
last
year,
where
schools
have
commit
to
doing
better
in
civic
learning,
actually
have
an
opportunity
to
get
some
state
funding.
So
again.
There's
information
on
the
democracy,
school
programs
at
the
Civic's
now
org
website
or
at
the
McCormick
Foundation.
We
urge
you
to
replicate
these
programs
now.
This
has
been
a
quick
run-through
of
our
policy
menu.
Our
recommendations
to
use
state
policymakers,
Sean
and
I,
and
our
state-level
affiliates
across
the
country
are
available
to
state
legislatures
to
legislatures
and
staff.
A
B
Okay,
so
want
to
just
give
a
couple
of
examples
of
states
that
have
innovated
and
as
Ted
reference
we've
been
really
active
in
the
state
in
a
way.
This
is
a
picture
from
from
last
spring,
when
we
were
all
standing,
close
together
or
last
May
at
our
state
capitol
in
Springfield
with
governor
Pritzker.
These
are
middle
school
students
and
teachers,
part
of
a
program
called
our
American
voice
where
students
engage
in
service
projects.
B
Often
projects
related
to
improving
their
own
schools
turned
in
a
quasi
Lobby
day,
because
at
the
time
we
had
a
middle
school
civics
bill,
making
its
way
through
the
legislature
and
was
ultimately
signed
by
the
guy
in
the
middle,
so
I'll
get
to
that,
but
but
want
to
talk
about
innovation.
That's
happened
in
a
few
other
states,
one
Florida
this
is
this
is
really
the
state
that
led
the
way.
B
It's
a
state
that
we've
learned
a
lot
from
in
2010,
they
passed
the
Sandra,
Day
O'connor,
Civic,
learning
act
and
required
a
middle
school
civics
course,
which
also
included
to
Ted's
point
about
assessment.
A
high
stakes
test
in
civics
and
I
can
tell
you,
in
speaking
with
our
friends
in
Florida,
our
colleagues
in
Florida,
and
actually
going
down
there
and
studying
how
they
implemented
this
law.
They
care
a
lot
about
civics
in
Florida,
and
partly
it's
because
of
this
test
literally
is
tied
in
to
student
promotion
to
high
school
and
as
part
of
schools.
B
Grades
12
and
a
half
percent
of
school
grades
are
tied
to
student
performance
in
this
test.
They
also
recognized
0.3
up
here
that
that
civics
should
be
embedded
across
the
curriculum.
So
so
civics
content
is
incorporated
into
elementary
grades
and
then
they
also
acknowledge
that
the
stuff
cost
money,
so
the
state
over
time
is
appropriated
money
for
things,
like
curriculum
development,
analysis
of
test
data,
which
you
can
see
over
time,
scores
have
risen
pretty
dramatically
and
teacher
professional
development,
which
I
have
to
say
as
a
is
a
funder.
B
B
And
frankly,
if
we
get
young
people,
voting
early,
they're
gonna
vote,
often
across
a
lifetime,
and
then
the
final
state
before
I'll
turned
it
to
the
Land
of
Lincoln
is
is
Arizona.
They
are
one
of
those
states
which
is
I'll
skip
down
to
point
four
here
that
emulated
our
democracy.
Schools
program
actually
ran
it
through
their
Department
of
Education
and
created
something
called
the
excellence
and
civic
education
program
that
recognizes
schools.
B
For
their
commitments
to
high
quality,
civic
learning
the
most
recently
2018,
they
recognized
31
schools
for
that,
like
Massachusetts
they've,
adopted
new
history
and
social
studies,
standards
they've
also
created
a
seal
of
civic
literacy
for
students
who
one
have
a
3.0
or
above
in
social
studies
courses,
but
also
use
some
supplemental
Civic
learning
opportunities
and
then
have
a
five-year
pilot
program
they
debuted
were
participating.
Schools
launched
an
innovative
civics
course,
which
has
lots
of
digital
components
to
it,
also
a
summative
assessment
and
there's
their
state
funding
for
this.
B
So
these
are
a
few
of
the
states
that
are
really
innovating
I've
had
the
privilege
of
being
part
of
parallel
efforts
in
the
state
of
Illinois
and
led
a
state
Task
Force
on
civic
education.
That
did
that's
work
or
did
convene
six
years
ago
and
we're
tasked
with
doing
a
number
of
things,
but
ultimately
making
policy
recommendations.
B
Implementing
these
policies,
I've
been
lucky
to
work
in
philanthropy
where
we've
been
able
to
help
resource
some
of
those
opportunities
we've
committed
to
it
than
the
Cormack
foundation,
but
brought
other
funders
into
this
mix.
Also
so
in
2015
built
a
bipartisan
coalition,
I
should
say
every
effort
that
we've
done.
We've
worked
adamantly
even
in
a
bright
blue
state
like
Illinois
to
make
this
bipartisan.
In
fact,
the
governor
pictured
on
the
screen
was
a
Republican
rauner
who
signed
this
bill
and
I'm
proud
to
say.
B
When
we
pat,
we
got
that
high
school
civics
bill
passed
in
2015.
We
had
majorities
a
majority
of
the
Republican
caucus,
almost
unified
support
in
the
Democratic
caucus,
and
we
took
those
best
practices,
as
you
can
see
here,
and
embedded
them
into
a
required
high
school
semester
long
course
that
was
implemented
in
the
fall
of
2016.
B
We
also
worked
with
the
State
Board
of
Education
to
update
our
social
study
standards.
We
use
that
college
career
and
civic
life
framework
that
Ted
spoke
to
earlier.
Those
standards
were
implemented
as
of
the
2017-2018
school
year.
They
are
k12
and
then
our
most
recent
breakthrough,
as
I
alluded
to
at
the
top,
was
a
middle
school
civics
course
requirement
which
very
much
parallels
our
high
school
acquirement
and
actually
takes
effect.
This
fall
so
birch.
We
are
virtually
in
the
field
as
a
right
now
leading
leek
weekly
seminars
webinars
for
teachers
on
both
pedagogy
and
content.
B
B
C
You
look
everybody.
It's
not
gonna,
think
about
questions
again.
Chat
box
or
I
need
yourself,
but
I
have
a
question
for
you,
guys
I
used
to
be
a
high
school
teacher
and
a
non
tested
subject,
and
it
was
in
a
school
that
was
needed
to
improve
its
test
scores,
and
that
was
the
main
focus
for
the
year
and
I
feel
like
that,
might
be
a
barrier
to
civics
education.
C
B
I'd
say
I'd
say
that
that
your
I
wouldn't
insult
I
wouldn't
insult
you,
but
I'd
say
that
you
can't
not
keep
civics
if
you
want
to
achieve
those
goals,
one
you
know
the
the
the
classic
example
of
retake
reading,
for
example,
and
if
you
there's
a
study
that
actually
gave
students
a
passage
on
baseball
and
and
then
gave
them
a
comprehensive
prevention
test.
After
reading
this
and
the
sample
of
students,
half
of
the
students
were
highly
proficient
readers.
The
other
half
of
those
students
knew
a
lot
about
baseball.
B
I'm
really
excited
we're
in
the
process
of
we're
supporting
a
study
in
Chicago
Public
Schools,
where
they've
embedded
two
dozen
measures,
both
Civic
learning
opportunities
and
outcomes,
and
are
starting
to
explore
relationships
between
those
civic
learning
inputs
and
outcomes.
Like
grade
point
average
student
attendance
on
time,
graduation
and
our
year,
one
results,
so
these
are
just
correlations.
We're
going
to
do
three
years
of
analysis
demonstrate
that
there
are
strong
relationships
between
those
Civic
learning
interventions
and
outcomes.
B
A
Would
add,
Austin
I,
certainly
wouldn't
blame
the
local
administrator
or
the
teacher.
Its
policy
makers
that
are
making
these
decisions
and
I
would
remind
policy
makers.
Some
people
are
going
to
become
engineers.
Some
people
are
going
to
become
mathematicians.
Some
people
are
going
to
become
writers.
All
students
will
become
citizens
who
need
civic
knowledge,
civic
skills,
civic
disposition
and
civic
behaviors
I.
C
C
Okay,
well,
I
have
one
more
question
for
you
guys
and
I'm
curious.
The
context
of
our
conversation
is
about
21st
century
civics,
education
and
obviously,
over
the
last
two
years,
five
years
ten
years,
we've
seen
a
significant
change
in
how
everybody,
particularly
our
younger
generation,
receives
information
about
the
world,
how
our
current
civics
programs
responding
to
this
change
and
are
there
any
policies
or
recommendations
for
policymakers
that
that
can
help
students
navigate
so
much
information
that
they
have
available
to
them?
What.
A
A
timely
question
and
we
didn't
coordinate
this
Austin
yesterday,
the
civics
now
affiliate
in
the
great
empire
state
of
New
York
released
recommendations
for
state-level
policymakers
on
media
literacy.
It's
a
superb
document:
media
literacy,
digital
literacy,
digital
citizenship
is
part
of
21st
century
life,
part
of
21st
century
skills
and
students
have
to
develop.
A
We
will
ensure
NCSL
gets
a
copy
of
the
democracy
ready,
New
York,
which
is
the
name
of
the
New
York
campaigns.
Recommendations
for
policymakers
on
digital
and
media
literacy.
I'll
also
add
that
increasingly
policymakers,
at
least
at
the
national
level,
are
growing
concerned
about
the
national
security
role
of
civic
learning
in
making
sure,
through
media
literacy
through
basic
civic
education.
Students
can
discern
foreign
actors
attempts
at
influence.
A
C
B
B
It
feels
like
the
south
there's
a
school
that
we
work
with
in
southern
oh
and
I
caught
Shawnee
high
school,
so
it's
actually
a
junior
in
high
school,
so
both
junior
high
and
high
score
together
and
we
bought
a
hundred
students
in
the
whole
high
school
one
social
studies
teacher,
one
of
the
best
ones
I've
ever
met.
Her
name
is
Jamie
Nash
Mayberry,
and
so
she
literally
teaches
these
students
over
the
course
of
four
years,
and
the
big
issue
in
in
Jamie's
community
is
the
Mississippi
River
and
specifically,
specifically
the
forgetting
the
the
terminology,
the.
B
Yeah,
the
levees
Thank
You
Ted,
the
levees
were
built
to
last
50
years,
they're
over
60
years
old.
Now
when
and
if
they
break,
they
will
flood
the
farmland
that
surrounds
the
school
and
is
the
livelihood
for
most
of
these
families
and
Jamie
over
the
course
of
several
years,
because
she
gets
to
work
with
these
students
over
four
years.
They've
engaged
both
local
and
national
college
policymakers
they've
even
gone
to
st.
B
Louis,
where
the
federal
district
court
is
based
and
essentially
engaged
public
policymakers
in
beginning
to
address
some
of
these
issues
and
done
this
not
just
in
a
civics
class
which
Jamie
teaches
but
across
the
different
social
studies
courses
and
rallied
the
community
as
a
result.
So
that
that's
that's
just
one
example,
but
I
think
you
know
any
any
good
policy
solution
has
that
has
flexibility
allows
the
the
application
of
a
state
policy,
it's
a
local
context,
and
so
I
just
hold
up.
C
Well,
thanks
so
much.
Why
assume
we're
a
couple
minutes
past
the
hour,
so
I
think
it's
now
time
to
wrap
up
and
I
want
to.
Thank
you
both
Ted
and
dr.
Healy,
for
joining
us
here
today,
and
thank
you
to
our
audience
for
for
your
participation
today.
I
hope
you
learned
a
lot.
I
sure
did.
We
will
have
the
recording
of
this
webinar
posted
on
Nancy
s
a
website
as
well
as
any
materials
from
this
presentation.
C
I
know
we
talked
about
a
number
of
resources
throughout
this
presentation
that
we
will
make
sure
to
post
and
share
with
you
all
and
then.
Finally,
looking
ahead,
I'll
get
my
screen
shared
here.
No,
that's
not
going
to
do
it.
No
I'm,
still
not
perfect,
with
the
screen,
sharing
you'd.
Think
I
wouldn't
be
at
this
point.
There
we
go.
C
We
will
be
talking
all
things:
ed,
funding,
federal
and
state
and
then
finally,
we'll
have
our
final
meeting
of
this
series,
which
will
be
concerning
the
navigating
of
challenging
times
using
evidence-based
policymaking,
and
we
will
be
joined
by
Christine
Goodwin
from
NCSL
who
just
launched
this
initiative.
So
we
appreciate
everybody
being
here
today,
thanks
so
much
for
your
time
and
I
hope
you
all
have
a
great
weekend.
Thank
you.