2. NAEP 1998 Civics Assessment National Center for Education Statistics Gary W. Phillips Acting Commissioner 18 November 1999

3. Sample Question The word apathy in the cartoon means “not caring.” What is the message of the cartoon? Democracy could be in danger if people do not vote. People like to get all of their political ideas from television. People do not care whether they have the right to freedom of speech. It is hard to be a candidate for President.

4. Reports Being Released NAEP 1998 Civics Report Card NAEP 1998 Civics Report Card Highlights http://nces.ed.gov/nationsreportcard

5. What did the Civics Assessment Measure? Civic Knowledge Intellectual Skills Participatory Skills Civic Dispositions

6. What are the Different Parts of Civic Knowledge? 1.Civic life, politics, and government 2.Foundations of the American political system 3.How the government established by the Constitution represents the purposes, values, and principles of American democracy 4.The relationship of the United States to other nations and to world affairs 5.The roles of citizens in American democracy

7. Sample Question Explain in your own words what the blindfold and scales on the figure of justice mean. __________________________________________ __________________________________________ Give one reason why the values represented by the figure are important to American constitutional democracy. __________________________________________ __________________________________________

8. SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment. Achievement Level Cutpoints on the Civics Scales

9. Definition of Basic This level denotes partial mastery of prerequisite knowledge and skills that are fundamental for proficient work at each grade.

10. Twelfth Grade Basic Level – Sample Question This question refers to the statement below: The United States is not a fully democratic country. The framers of the Constitution created a system in which majorities — even large majorities or their representatives in Congress — do not have the right to do anything and everything they want. The framers of the Constitution wanted to limit the power of majorities in order to encourage the growth of political parties ensure that state governments would remain weak enable the government to act quickly in times of crisis protect the rights of individuals and minorities

11. Definition of Proficient This level represents solid academic performance for each grade assessed. Students reaching this level have demonstrated competency over challenging subject matter.

12. This question refers to the passage below: “Absolute arbitrary power, or governing without settled laws, can neither of them be consistent with the ends of society and government.” -- John Locke List two ways the American system of government is designed to prevent “absolute arbitrary power” and “governing without settled laws.” 1) _____________________________________ 2) _____________________________________ Twelfth Grade Proficient Level - Sample Question and Response

13. Definition of Advanced This level signifies superior performance.

14. Explain two ways that democratic society benefits from citizens actively participating in the political process. _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________ Twelfth Grade Advanced Level – Sample Question and Response

15. Achievement Level Cutpoints on the Civics Scales SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

16. NOTE: Percentages may not add to 100, or to the exact percentages at or above achievement levels, because of rounding. SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment. Percentage of Students at Each Civics Achievement Level

17. Factors Associated with Civics Achievement SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

18. Average Civics Scores by Hours Worked at a Job for Pay SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

19. Average Civics Scores by Gender SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

20. Average Civics Scores by Race/Ethnicity SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

21. Average Civics Scores by Parents’ Education SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

22. Average Civics Scores by Type of School SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

23. Average Civics Scores by Region SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

24. Average Civics Scores by Type of Location SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

25. Average Civics Scores by Eligibility for Free/Reduced-Price Lunch SOURCE: National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1998 Civics Assessment.

26. At Fourth Grade: n 93% identified Bill Clinton as President of the U.S. n 74% knew that in the U.S., laws must be applied to everyone equally n 41% knew that the President signs congressional bills into law n15% named two services that government pays for with taxes

27. At Eighth Grade: n 81% identified Martin Luther King, Jr.’s concern about the unjustness of segregation laws n 58% understood that the rights of people in the U.S. are not limited to those described in the Constitution n 26% identified two ways that citizens can be involved in presidential campaigns and elections n 6% described two ways that countries benefit from having a constitution

28. At Twelfth Grade: n 90% of students understood that Social Security is an issue of primary concern to the elderly n 60% identified a legitimate way to protest local government policies n 45% knew that the President and State Department have the greatest authority in foreign policy n 30% understood that the Supreme Court’s power of judicial review helps to protect minority rights

29. Reports Being Released NAEP 1998 Civics Report Card NAEP 1998 Civics Report Card Highlights http://nces.ed.gov/nationsreportcard

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