Fifth, the polarized political climate increases the likelihood that curricular changes will be cast as advancing a partisan agenda.
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Fourth, cutbacks in funding for schools make implementation of changes in any area of the curriculum difficult. Third, consequential differences in access and outcomes between upper- and lower-class students persist. Second, social studies textbooks may not adequately convey the knowledge or facilitate development of the skills required of an informed, engaged citizenry. First, neither the federal government nor the states have made high-quality civics education a priority, a conclusion justified by evidence showing that the systematic study of civics in high school is not universal that fewer high school civics courses are offered now than were offered in the past that the time devoted to teaching the subject in lower grades has been reduced and that most states do not require meaningful civics assessment.
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Reformers seeking to increase the quality and accessibility of civic education in schools confront five challenges.
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system of government and heightened participation in democratic activities such as voting. Validating the belief in the worth of civics education and underscoring the importance of reform efforts, data reveal that schooling in civics and other, related cocurricular activities are associated with increased knowledge of the U.S. Complicating these efforts is ideological disagreement about the content that should be taught and the values that ought to be inculcated. In the past decade, low levels of youth voting and non-proficient student performance on a widely respected civics assessment test have elicited efforts to increase the amount and quality of time spent teaching civic education and have ignited a movement to create common standards in the social studies. For much of the nation’s history, our leaders have viewed civics education as a means of realizing the country’s democratic ideals. Because, as John Dewey contended, “emocracy has to be born anew every generation, and education is its midwife,” 1 the quality of civic education has been a concern of those interested in the health of our system of government and the well-being of the citizenry.