Jack Buckley Commissioner National Center for Education Statistics May 4, 2011

2 National samples 7,100 fourth-graders 9,600 eighth-graders 9,900 twelfth-graders 2 Performance reported as Average scale scores (0 – 300 scale) Achievement levels ( Basic, Proficient, Advanced ) Comparisons to 1998 and 2006 Administered January – March 2010

3 Civic Knowledge Grade 4Grade 8Grade 12 Assessment questions measure knowledge of basic concepts about constitutional democracy in the United States 3 Proportion of assessment Civic life25%15%10% American political system20%25%20% Principles of democracy15%25%25% World affairs10%15%20% Roles of citizens30%20%25%

4 Each question assesses an intellectual skill students use in comprehending and interpreting civic life 4 Intellectual Skill Grade 4Grade 8Grade 12 Proportion of assessment Identifying and describing40%35%25% Explaining and analyzing30%35%40% Evaluating, taking, and30%30%35% defending a position

5 Some questions also measure students participatory skills and/or civic dispositions 5 Participatory skills include: Interacting with others Monitoring politics and government Influencing the processes of politics and governance Civic dispositions include: Becoming an independent member of society Assuming personal, political, and economic responsibilities Respecting individual worth Participating in civic affairs Promoting the functioning of democracy

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Percentile scores from 1998 increase 13 points at the 10th 10 points at the 25th 6 points at the 50th 4 points at the 75th Fourth-graders post highest score to date 7 Percentile scores from 2006 increase 4 points at the 25th

Percentages at Basic and Proficient higher in 2010 than in

9 # Rounds to zero. * Significantly different (p <.05) from NOTE: Sample size insufficient to permit reliable estimates for American Indian/Alaska Native students in 1998.

* Significantly different (p <.05) from NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. 10 Racial/ethnic gaps narrow from 1998

Recent gains for female students create gender gap in * Significantly different (p <.05) from NOTE: Score gaps are calculated based on differences between unrounded average scores. The score differences between male and female students were not found to be statistically significant in 1998 and 2006.

12 * Significantly different (p <.05) from the score for “not at all.” Teachers report on the extent they cover civics topics

13 52% of fourth-graders identified an idea from the Declaration of Independence

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15 No significant change in eighth-grade score 15

16 Percentage of eighth-graders at Basic increases from 1998 to

17 * Significantly different (p <.05) from NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. White – Hispanic gap narrows 17

18 Students from all family income levels make gains 18 * Significantly different (p <.05) from 2010.

19 One-third or more of students study civics topics 19 * Significantly different (p <.05) from Percentage of students

20 52% of eighth-graders were able to interpret the message in a political cartoon

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22 Score for students at the 75th percentile decreases Decline in twelfth- grade score since

23 Percentage of twelfth-graders at Proficient decreases since

24 * Significantly different (p <.05) from NOTE: Black includes African American, and Hispanic includes Latino. Race categories exclude Hispanic origin. Score gaps are calculated based on differences between unrounded average scores. White – Hispanic gap narrowing 24

25 Average score for female students declines # Rounds to zero. * Significantly different (p <.05) from NOTE: Score gaps are calculated based on differences between unrounded average scores. The score differences between male and female students were not found to be statistically significant in 2006 and

26 Less than one-half of twelfth-graders report studying international topics 26 * Significantly different (p <.05) from Percentage of students * Significantly different (p <.05) from 2010.

27 35% of twelfth-graders demonstrated a “Complete" understanding of terms related to immigration and assimilation

28 No significant change at grade 8 Decline at grade 12 Improvement at grade 4 Improvement at grade 4 28 * Significantly different (p <.05) from 2010.

29 Hispanic students make gains from 1998 to 2010 at all three grades

30 For more information 30