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Testing Civics: State-Level Civic Education Requirements and Political Knowledge

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  • CAMPBELL, DAVID E.
  • NIEMI, RICHARD G.

Abstract

Do state-level exams in civics have a positive impact on young people's civic knowledge? We hypothesize that civics exams have the biggest effect in states where they are a requirement for high school graduation—the incentive hypothesis. We further hypothesize that civics requirements have the biggest effect on young people with less exposure to information about the U.S. political system at home, specifically Latinos and, especially, immigrants—the compensation hypothesis. We test these hypotheses with the 2006 and 2010 National Assessment of Educational Progress (NAEP) civics test administered to high school students, and with a large national survey of 18–24 year-olds. Across the two datasets, we find modest support for the incentive hypothesis and strong support for the compensation hypothesis.

Suggested Citation

  • Campbell, David E. & Niemi, Richard G., 2016. "Testing Civics: State-Level Civic Education Requirements and Political Knowledge," American Political Science Review, Cambridge University Press, vol. 110(3), pages 495-511, August.
    • Handle: RePEc:cup:apsrev:v:110:y:2016:i:03:p:495-511_00
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    Cited by:

    1. Nyagweta, David Tinashe, 2024. "Awareness of institutions, and associated factors: An inquiry of Chapter 9 and 10 institutions in South Africa," MPRA Paper 122443, University Library of Munich, Germany.
    2. Lindgren, Karl-Oskar & Oskarsson, Sven & Persson, Mikael, 2017. "Can increased education help reduce the political opportunity gap?," Working Paper Series 2017:12, IFAU - Institute for Evaluation of Labour Market and Education Policy.
    3. Luo, Ya-Hui & Chen, Kuang-Hui, 2018. "Education expansion and its effects on gender gaps in educational attainment and political knowledge in Taiwan from 1992 to 2012," International Journal of Educational Development, Elsevier, vol. 60(C), pages 88-99.
    4. D. Sunshine Hillygus & John B. Holbein, 2023. "Refocusing Civic Education: Developing the Skills Young People Need to Engage in Democracy," The ANNALS of the American Academy of Political and Social Science, , vol. 705(1), pages 73-94, January.
    5. Syring, Kenneth, 2024. "Repairing Broken Windows and Broken Trust: Combating Disinformation and Extremism in Law Enforcement through Civics and National Service," SocArXiv baz27, Center for Open Science.
    6. Elizabeth A. Bennion & Melissa R. Michelson, 2023. "Educating Students for Democracy: What Colleges Are Doing, How It’s Working, and What Needs to Happen Next," The ANNALS of the American Academy of Political and Social Science, , vol. 705(1), pages 95-115, January.
    7. Matthew D. Nelsen, 2023. "Lessons in Empowerment: The Civic Potential of Historically Grounded Conversations among Racially Marginalized Youth," The ANNALS of the American Academy of Political and Social Science, , vol. 705(1), pages 174-191, January.
    8. J. Andrew Harris & Catherine Kamindo & Peter van der Windt, 2020. "Electoral Administration in Fledgling Democracies:Experimental Evidence from Kenya," Working Papers 20200036, New York University Abu Dhabi, Department of Social Science, revised Jan 2020.

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