A Crisis in Civic Education

By Michael Q. McShane

Saturday, June 13, 2026

 

This July 4 marks the 250th anniversary of the world-changing words of the Declaration of Independence. Founding a nation on the ideas of equality, self-evident individual rights, and the just power of the government coming from the consent of the governed was new to our planet. It hasn’t been the same since.

 

But Thomas Jefferson wasn’t done with the Declaration. Just two years later, he drafted “A Bill for the More General Diffusion of Knowledge” in the Virginia legislature, spelling out his thoughts on the education necessary to make the republican form of government work. The preamble is worth reading in full: Jefferson spells out the need for educating the population of its rights and the lessons of history, as well as the need to cultivate virtue in its leaders, lest even a government conceived in liberty slide into tyranny.

 

Fast forward 248 years, and we see a crisis in civic education in America.

 

In 2022, only 22 percent of eighth-graders scored proficient on the civics exam of the National Assessment for Educational Progress. Proficient is a high bar, and 69 percent of eighth graders scored above the basic level, but that means 31 percent of students — nearly a third — were below basic in their understanding of civics.

 

Low levels of civic awareness persist into adulthood. More than 70 percent of respondents failed a basic civics quiz “on topics like the three branches of government, the number of Supreme Court justices, and other basic functions of our democracy,” according to a 2024 survey from the U.S. Chamber of Commerce Foundation.

 

In cooperation with Morning Consult, EdChoice — where I work — recently polled a nationally representative sample of American parents and asked them a set of questions about civics education. On teaching civics, 68 percent of parents said it was “extremely” or “very” important for schools to teach students about civics and how government works in middle school, while 80 percent said that of high school. On U.S. history, 74 percent of parents said that it was “extremely” or “very” important for schools to teach students about U.S. history in middle school, and 76 percent said the same of high school.

 

For all the talk about controversy around teaching history and civics, parents overwhelmingly agree on a set of topics that civics classes should cover. More than seven in ten parents said that schools should teach the rights and responsibilities of citizens, the U.S. Constitution, the three branches of government, major events in U.S. history, the Declaration of Independence and other founding documents, state and local government, elections and voting, civil rights history in the U.S., how to evaluate news and information sources, and how to discuss political or social issues respectfully.

 

All pretty positive so far. That is, until we asked the question, “Based on what you’ve seen or heard, how much do you think students in your local K–12 schools are taught about civics and U.S. history?” Only 33 percent of parents said that students are taught “a great deal” or “a lot” of civics. Forty-three percent said “some,” 15 percent said “a little,” and 9 percent said “none” or “don’t know.”

 

It’s clear that parents see schools lacking robust history and civics instruction, and their kids’ education is suffering because of it.

 

As a former teacher myself, my working theory is that teachers avoid teaching many topics in civics out of fear of being seen as taking a political stand. It is not worth the headache that a few disgruntled parents might complain. It is easier to teach a bland version of civics that encourages students to write letters to their representatives or plan a demonstration in school without ever really engaging with the deeper questions of rights and responsibilities.

 

As we come to America’s 250th anniversary, both teachers and parents should reflect on the words of Thomas Jefferson and realize that if we want our nation to endure for another 250 years, we have to cultivate virtue in our citizens and demand it from our leaders. Virtue is shaped through education, and learning about the history of our nation and that of other nations can give ample examples of both virtuous and vicious leadership. Really engaging with that history and asking the tough questions is the only way to instill in young people the knowledge and disposition to participate in representative democracy.

 

This is not indoctrination but real formation, and it is a serious, vital business.

 

Students will not be able to participate in a system they do not understand. Frustration borne of ignorance will only undermine confidence in our nation and will encourage people to place unrealistic expectations on its leaders. Civics education can enumerate for students which branches of government do what, which levels of government are responsible for what, and encourage them to understand the virtues of divided government and federalism. When they have an issue in the future, they’ll know with whom to take it up.

 

This only scratches the surface of what is necessary to prepare young people to participate in the American experiment, and to help their fellow citizens form a more perfect union. But educators should take heart that parents want to see important and foundational topics covered, and they should teach these topics to students as if the fate of the nation depends on it.

 

Because it does.