Frequently Asked Questions
What can we learn from CivEd?
- How does the civic achievement of ninth-grade U.S. students compare to that of students in other participating countries?
- Are ninth-grade U.S. students more proficient in civic knowledge or in civic-related skills needed in daily life?
- What are the strengths and weaknesses of ninth-grade U.S. students in civic education? How do their answers to specific items compare to that of students on the same items in different countries?
- Are there significant differences across race, gender, country of birth, and socioeconomic status in the civic achievement of ninth-grade U.S. students?
- What is the role of the school and classroom context on the civic achievement of ninth-grade U.S. students?
- How does the way civic education is delivered in U.S. schools compare with that of other countries?
- How often is civic education integrated into the U.S. curriculum? To what extent is it required in schools across the country?
- How do the attitudes of ninth-grade U.S. students toward democracy, national identity, international relations, and social cohesion and diversity differ from attitudes in other countries?
- Are there differences in the civic attitudes of ninth-grade U.S. students by race, gender, country of birth, and socioeconomic status?
- What is the role of schools and classrooms in shaping students' attitudes toward civic issues?
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