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The demographic, socioeconomic, and out-of-school context of civic knowledge
- White and multiracial students scored higher, on average, than black and Hispanic students
on the content and skills subscales and on the total civic knowledge scale. In addition, Asian students scored higher than black students on all three civic achievement scales, and higher than Hispanic students on the content subscale (figure 4).
- Female students scored higher, on average, than male students on the skills subscale, but
there were no differences between males' and females' average scores on the content
subscale or on the total civic knowledge scale (figure 4).
- Performance on the CivEd assessment was positively related to the number of books that
students reported having in their home, as well as to the receipt of a daily newspaper
(figure 4).
- Students' civic achievement was also positively related to their parents' educational attainment
(figure 4).
- Students born in the United States demonstrated a higher civic knowledge, on average, than
foreign-born students.
- Students who had higher expectations for their own continued education also did better the CivEd assessment.
- Students who reported that they were not absent from school at all during the month prior the CivEd assessment scored higher, on average, on the civic assessment than students who reported being absent 3 or more days during the month prior to the assessment.
- Students who participated in meetings or activities sponsored by any type of organization,
even if they participated only a few times a month, had higher civic knowledge than students
who did not participate at all.
- Although participation in extracurricular activities sponsored by a school or community organization was positively related to civic achievement, the frequency of participation was not.
- On average, students who engaged in nonschool activities directly related to academics better on the CivEd assessment than their peers who did not.
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