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What Does the Research Say About Effective Civic Education at the High School Level?

Consortium on Chicago School Research and Mills College. What Does the Research Say About Effective Civic Education at the High School Level?. Joseph Kahne Mills College Susan Sporte Consortium on Chicago School Research

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What Does the Research Say About Effective Civic Education at the High School Level?

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  1. Consortium on Chicago School Research and Mills College What Does the Research Say About Effective Civic Education at the High School Level? Joseph KahneMills College Susan Sporte Consortium on Chicago School Research Alternatives to Large, Traditional High Schools Event: CIRCLE, July 6, 2005

  2. Discuss a set of strategies for fostering commitments to civic engagement. Share findings from a study in Chicago that examines the impact of these strategies. Identify school level factors that promote the provision of these opportunities for civic development (including small schools). Goals of Presentation

  3. Goal Goal: The commitment and capacity to work to improve one’s community and the broader society.

  4. Instruction in Government, History, Law and Democracy (CMS#1) Discussion of Current Events of Interest to Students (CMS #2) Community Service and Service Learning (CMS #3) Extracurricular Activities (CMS #4) Voice in the School and the Classroom (CMS #5) Simulations of Democratic Processes and Procedures. (CMS #6) Exposure to Role Models Six Promising Practices

  5. Goal: An Identity Committed to Civic Engagement Civic Mission of Schools “6 Promising Practices” Capacitiesfor informed civic engagement Connectionsto those committed to civic engagement Commitmentsto issues and ideals An identity committed to Civic Engagement

  6. Measures Used in this Study Home and School Context Parental Support for Student Learning (a=.82) Level of Civic Engagement in each Student’s Community (a=.75) School Culture Indicators Student Classroom Behavior (a=.61) Academic Personalism (a=.72) Student/Teacher Trust (a=.78)

  7. Exposure to Curricular Supports Classroom Civic Opportunities (includes CMS recommendations 2,3,5, and 6 + role models (a=.76) Participation in after-school activities (CMS #4) Content tied to student interest Controls Prior commitment to civic engagement School characteristics Student demographics Student academic indicators Measures, Cont’d

  8. Hierarchical Linear Modeling (HLM) Survey of 9,800 students in 2001 and 2003. Analytic Method

  9. The following were significantly related to civic commitments: Beta Classroom Civic Opportunities .80 Content tied to student interests .08 After school activities .13 Prior commitment: help in community .09 Findings

  10. Also significantly related to civic commitments: Beta Peer support for academics .04 Civic engagement in each .19 Student’s community Parent support for academics .10 SES .04 Female .08 Findings, Cont’d

  11. Not significantly related: Student assessment of student voice in school Teacher/student trust Concentration of poverty in student’s census block Prior academic achievement Findings, Cont’d

  12. Opportunities for civic development matter—they promote civic commitments even when controlling for demographics, prior achievement and prior commitments, The effect size of these opportunities indicate that they matter quite a bit. Schools can make a significant difference in this regard. Student voice in the school is the one exception—but student voice in the classroom did appear to matter. Interpretation

  13. School-level factors Average achievement in the school .08 Teacher knowledge of student culture .11 Small high schools .07 Factors promoting classroom opportunities

  14. 65% of students reported they had not worked on a project to improve their community in any of their classes. 50% had not been required to keep up with politics of government in any of their classes. 56% had not participated in a role play or simulation in any of their classes. Prevalence of Classroom Opportunities in Past Year

  15. What happens in classrooms can foster civic commitments – even when compared with the influence of the home and the community. Schools in Chicago could enhance the volume of these opportunities. Small schools may make provision of such opportunities more likely. Summary

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