“Not By Math Alone”

March 25, 2006

Fierce global competition prompted President Bush to use the State of the Union address to call for better math and science education, where there's evidence that many schools are falling short.

We should be equally troubled by another shortcoming in American schools: Most young people today simply do not have an adequate understanding of how our government and political system work, and they are thus not well prepared to participate as citizens.

This country has long exemplified democratic practice to the rest of the world. With the attention we are paying to advancing democracy abroad, we ought not neglect it at home.

Two-thirds of 12th-graders scored below "proficient" on the last national civics assessment in 1998, and only 9 percent could list two ways a democracy benefits from citizen participation. Yes, young people remain highly patriotic, and many volunteer in their communities. But most are largely disconnected from current events and issues.

A healthy democracy depends on the participation of citizens, and that participation is learned behavior; it doesn't just happen. As the 2003 report "The Civic Mission of Schools" noted: "Individuals do not automatically become free and responsible citizens, but must be educated for citizenship." That means civic learning -- educating students for democracy -- needs to be on par with other academic subjects.

This is not a new idea. Our first public schools saw education for citizenship as a core part of their