Dexter Evans recalled being taught the basics of social studies in high school: the U.S. Constitution, the Declaration of Independence and three branches of federal government.
Although it was more than five years ago when he graduated high school, he says most of the social studies/civics lessons were taught in the classroom and with limited hands-on experience.
“Some topics such as social studies don’t get the attention it deserves,” says Evans, 23, now a senior majoring in legal studies at Paul Quinn College in Dallas. “Social studies and other (subjects) can help students choose what they want to do and become college-ready in what they want to be. In other words, the more choices students are given, the better they will be in college and in life.”
That’s exactly what a report completed by the Educational Testing Service of Princeton, N.J., states in regard to civics knowledge among elementary, middle and high school students.
The report, titled Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior and Civic Engagement in the United States, outlines civics activities, assessments by race and gender and topics studied.
Out of more than 25,000 fourth-, eighth- and 12th-grade students assessed on their civics knowledge in 2010, only 25 percent of the students were proficient in their academic levels.
At least 64 percent of all the students performed at a basic level, but less than 5 percent in all three grades achieved the advanced level.
