Often called “The Nation’s Report Card” it measures various subjects like Arts, Civics, Economics, Geography, Mathematics, Reading, Science, US History, and Writing. Given that we are political bloggers here at GraniteGrok, when this came in from the NH Department of Education, I took a look because the title of the email had this:
NAEP releases 2022 U.S. History and Civics results, revealing low confidence in civics knowledge
I’m not surprised at all as I see signs of it all over the place and across all age spectrums. We CANNOT be a functional Republic without our citizens having concrete knowledgebases about the how and why of our Founding, the how and why of what our political system works, and the how and whys of what their civic duty should be. Unfortunately, as we write often, ideology has supplanted (nay, overtaken) information.
Let’s face it – much of the Trevor Project’s “Transgender and Non-Conforming Policy” adopted by school districts is because Superintendents and School Board Members have no idea of what basic civics are or even a bare notion that the Constitution was written to PROTECT citizens from the Government form it outlines. We wouldn’t be having the battles in schools over Wokeness if they did.
Sidenote: I have just started my Round Two with my school district – details to follow.
Students aren’t much better – emphasis mine, reformatted:
CONCORD, NH (May 3 , 2023) — Today, the National Assessment of Educational Progress, often known as the Nation’s Report Card, released the results of the eighth-grade 2022 NAEP U.S. History and Civics assessment.
Nationwide, average scores declined in U.S. history and civics for eighth-graders compared to 2018, with civics scores declining for the first time since the assessment began in 1998. The newest results continue a decades-long stagnation in civics and decline in U.S. history scores. Understanding U.S. history and civics is critical to participating in a constitutional republic and living up to our nation’s ideals. The nation has seen long-term static and declining performance in math, English, and now U.S. history and civics.
New Hampshire Department of Education Commissioner, Frank Edelblut:
“Schools certainly have a core role to play in instruction around citizenship knowledge and skills, but the long-term trends – as well as the recent decline – raise this as a concern well beyond the doors of the school,” said “We must ask fundamental questions about how we are educating our youth, and use the data to propel change and growth. While we are disappointed with the results, simply asking schools to do more of the same – the things that brought us here – cannot be a strategy for improvement. The results make it clear that, as a society, we are not serving our students well.”
- In 2022, 22% of students nationally performed at or above the NAEP Proficient level in civics; 31% are below NAEP Basic.
- In 2022, 13% of students nationally performed at or above the NAEP Proficient level in U.S. history; 40% of students are below NAEP Basic.
- In 2022, the magnitude of score declines since 2018 was greater for lower-performing students than the decline for higher-performing students nationwide.
- The newest data reflects nationwide results.
The nationwide results are available here.
When I first started to rail about the Trevor Project’s Trans policy, my exclamation to the Gilford School Board was this:
THIS IS BASIC CIVICS people! You REALLY are going to subvert peoples’ Right to Free Speech and lie to Parents? In this Dillon’s Rule State, where do you, a mere subdivision of the State, gain the Power to grant a new Right to a minor child to subvert the Free Speech of others – what NH Law does that? And what RSA (NH Law) gives you the Power to lie to Parents about the transgender status of their child?
Bupkis. And in fact, most school boards here in NH that have adopted it still don’t list, as they do for other policies where the Legislature has granted them specific Powers to “do stuff”, the RSAs at the bottom of that Policy (note: they can’t – they don’t exist. Yet another failure of Civics by School Board Adult members. ADULTS!).
It comes down to the Government Education system that has most of our children in the schools not doing the job we pay them to do. Again:
- In 2022, 22% of students nationally performed at or above the NAEP Proficient level in Civics; 31% are below NAEP Basic.
In 2022, 13% of students nationally performed at or above the NAEP Proficient level in U.S. history; 40% of students are below NAEP Basic.
And this level of underachievement has been happening for DECADES and when that happens, it isn’t the kids. Look, every teacher probably remembers “that class” that only had two brain cells, each of which was competing to be third. It happens. But when the lack of achievement happens year after year after year, you have to start looking at the adults and the curriculum.
And like Grokster Ian holds, we are back to arguing what the cost of an “adequate education” is on a monetary basis and NOT what a student’s achievement level should be at the end of their government school career. Money isn’t education but it should be secondary – but NH keeps putting that cart before the horse.
And I will posit that this is a managed purposeful decline. There is no other reasonable explanation for it. If our children are not being taught properly, the literal future of our children is at stake. Already, we see Wokeness being taught because of every DIE thought available, every microaggression, and every single one of the now thousands of “preferred pronouns” that we are to know and use knowledgeably before we even have been introduced to someone. We are to acknowledge every class instance of victimhood of yesterday, today, and going forward.
But go ahead, ask your School Board members, your Superintendents, your teachers even basic civics. I’m betting they will fare no better than the average man-in-the-street interview:
- How many branches of Government are?
- Who is the President?
- Who are your Senators and Representatives at the Federal Level? State level?
- Is the Judiciary meant to make decisions for political purposes or legal ones? Does it matter?
- What IS the difference between a Dillon’s Rule State and a Home Rule State? Why is it important?
- How OLD were the “important” Founding Fathers (note: they weren’t the “old men” that the Left claims they are)?
- What is the difference between the Constitutions at the Federal and State level and why is the answer important?
I could go on and on. Those are simple to the point of trivial but I’m betting less than 10% (easily) don’t know those answers.
So, for grins and giggles, here is what NAEP believes are levels for Basic, Proficient, and Advanced in CIVICS in Grade 8 (which assumes Grade 4):
Basic:
Regarding the content for civic life, politics, and government, students performing at the NAEP Basic achievement level likely can describe the structure and function of government;
- identify the difference between civic and private life; and
- interpret stimuli to identify governing documents and their purpose.
Regarding the content for U.S. and world affairs, students performing at the NAEP Basic achievement level likely can
- identify potential areas of conflict and cooperation between countries; and
- recognize that the United States is part of an interconnected world.
Regarding the content for the roles of U.S. citizens, students performing at the NAEP Basic achievement level likely can
- identify restrictions to fundamental freedoms;
- identify ways in which citizens influence American society; and
- describe the rights and responsibilities of U.S. citizens.
Regarding the content for the constitution and American government, students performing at the NAEP Basic achievement level likely can
- identify and explain the sources and purposes of tax dollars;
- identify the purpose of each level of government: national, state, local; and
- identify ways in which the media and private citizens can express opinions and play a role in the political process.
Regarding the content for foundations of the American political system, students performing at the NAEP Basic achievement level likely can
- identify key democratic ideals, including equality and individual rights;
- identify equality under law, consent of the governed, and natural rights; and
- describe how the U.S. has not always lived up to its founding ideals and principles.
Proficient:
Regarding the content for civic life, politics, and government, students performing at the NAEP Proficient achievement level likely can
- describe different types of government;
- identify separation of powers and checks and balances;
- analyze and infer the meaning from a variety of different civics-related sources;
- analyze the responsibilities/purposes of government; and
- recognize the need to balance rights and responsibilities of citizens.
Regarding the content for U.S. and world affairs, students performing at the NAEP Proficient achievement level likely can
- examine ways in which the United States influences other countries;
- evaluate global scenarios and determine the effect that these scenarios may have on the United States and its policies; and
- identify foreign policy issues.
Regarding the content for the roles of U.S. citizens, students performing at the NAEP Proficient achievement level likely can
- identify the process of becoming a U.S. citizen;
- make inferences about media sources to gain political and civic information;
- explain the differences between civic rights, civic responsibilities, and the duties of citizens;
- describe how rights are protected and limited by the U.S. Constitution; and
- explain how rights have evolved in the U.S. Constitution.
Regarding the content for the constitution and American government, students performing at the NAEP Proficient achievement level likely can
- describe the rights of citizens, including due process of law;
- describe how the media can play a role in elections and the democratic process;
- explain the purpose and functions of each level of government: national, state, local; and
- describe ways in which citizens influence government.
Regarding the content for foundations of the American political system, students performing at the NAEP Proficient achievement level likely can
- describe the purpose of the Bill of Rights and apply the Bill of Rights to real-world scenarios;
- explain that the United States is made up of diverse groups, whose ideas have contributed to the American political system;
- draw conclusions from sources to describe the foundations of American democracy;
- describe how U.S. constitutional democracy relies on an educated citizenry; and
- identify reasons why the United States can be viewed as the land of opportunity.
Advanced:
Regarding the content for civic life, politics, and government, students performing at the NAEP Advanced achievement level likely can evaluate sources to draw conclusions about early American political history
- identify information from multimedia sources with differing points of view; and
- analyze and apply the concept of federalism.
Regarding the content for U.S. and world affairs, students performing at the NAEP Advanced achievement level likely can
- identify the roles, purposes, and limitations of international organizations; and
- explain global issues and develop potential solutions to global problems.
Regarding the content for the roles of U.S. citizens, students performing at the NAEP Advanced achievement level likely can
- explain how individuals participate in and influence the democratic process; and
- evaluate the importance of civic responsibilities in a democracy.
Regarding the content for the constitution and American government, students performing at the NAEP Advanced achievement level likely can
- explain the role of political parties and interest groups in the democratic process;
- explain how the media plays a role in elections and the democratic process; and
- analyze the functions of the three branches of government.
Regarding the content for foundations of the American political system, students performing at the NAEP Advanced achievement level likely can
- describe the purpose of various founding documents, including the U.S. Constitution and The Federalist Papers;
- evaluate competing ideas within the U.S. political system;
- evaluate how the diversity of the United States has contributed to the development of the American political system; and
- describe changes in American society and government.
And the same for US History:
Basic:
Students performing at the NAEP Basic achievement level in U.S. History likely can
- recall major historical terms and concepts,
- identify the context of major historical figures, places, ideas and events;
- identify simple historical concepts in primary or secondary sources; and
- make simple conclusions based on primary or secondary sources.
Regarding the content for change and continuity in American democracy, students performing at the NAEP Basic achievement level likely can
- recall fundamental knowledge of the Civil War including causes, key events, and outcomes; and
- recall fundamental knowledge about the U.S. Constitution.
Regarding the content for gathering and interactions of peoples, cultures, and ideas, students performing at the NAEP Basic achievement level likely can
- recall knowledge of the experience of Black or African Americans (and enslaved Africans) through Reconstruction; and
- identify major social and cultural characteristics in various time periods.
Regarding the content for economic and technological changes, students performing at the NAEP Basic achievement level likely can
- demonstrate knowledge of the impact of economic policies and technological innovations;
- identify major technological and economic developments; and
- identify and describe the economic motivations of European colonization.
Regarding the content for the changing role of America in the world, students performing at the NAEP Basic achievement level likely can
- identify the relationships between different nations and groups of people; and
- recall fundamental knowledge about major events related to foreign policy.
Proficient:
Students performing at the NAEP Proficient achievement level in U.S. History likely can
- read and interpret primary and secondary sources to make inferences and draw conclusions;
- recall knowledge of historical events without source material to provide context; and
- demonstrate understanding and knowledge of change over time.
Regarding the content for change and continuity in American democracy, students performing at the NAEP Proficient achievement level likely can
- demonstrate understanding of the influences and content of major founding documents;
- identify principles in American founding documents;
- recall knowledge about political and social reform movements;
- make inferences or connections using primary sources;
- read and interpret maps to develop conclusions; and
- identify inequities involving freedom and opportunity for women and Black or African Americans.
Regarding the content for gathering and interactions of peoples, cultures, and ideas, students performing at the NAEP Proficient achievement level likely can
- identify experiences of Black or African Americans from Reconstruction to the Great Migration;
- identify the nature and consequences of American Indian interactions with European explorers, colonists, and the United States government;
- identify the motivations and influence of abolitionism;
- demonstrate understanding of the perspectives or contributions of individuals and groups to the development of unique American culture;
- read and interpret graphs and maps to identify trends in migration to and within the United States;
- demonstrate understanding of the composition of the workforce and the impact of different groups in various time periods;
- make inferences using primary sources; and
- use historical terms to answer a question.
Regarding the content for economic and technological changes, students performing at the NAEP Proficient achievement level likely can
- describe the relationship between government policies and the economy;
- apply historical knowledge to analyze a source;
- explain the effects of economic and technological change;
- demonstrate understanding of the economic consequences of the labor of enslaved and free Black or African Americans in the South;
- determine the perspective of individuals or groups regarding economic systems; and
- determine or provide reasons for an effect of a historical event or process.
Regarding the content for the changing role of America in the world, students performing at the NAEP Proficient achievement level likely can
- identify U.S. foreign policy across various time periods;
- interpret an author’s purpose or point of view in historical sources;
- use sources to infer the meaning or significance of historical events;
- understand two historical concepts and the connections between them to explain events; and
- demonstrate understanding of the interaction between peoples and nations.
Advanced:
Students performing at the NAEP Advanced achievement level in U.S. History likely can
- demonstrate understanding of historical events and concepts through writing, and
- analyze primary and secondary sources to contextualize and explain historical ideas and events.
Regarding the content for change and continuity in American democracy, students performing at the NAEP Advanced achievement level likely can
- analyze and interpret primary and secondary sources to explain in writing their impact or effect in specific time periods;
- explain motivations for westward migration and expansion by White and Black or African American settlers;
- understand the causes and effects of federal government policies and actions regarding slavery;
- recall detailed information about historical people or events without the assistance of a source; and
- make complex or detailed connections between concepts related to rights of individuals and groups.
Regarding the content for gathering and interactions of peoples, cultures, and ideas, students performing at the NAEP Advanced achievement level likely can
- place events within historical time periods;
- analyze primary and secondary sources to determine purpose, supply evidence, reach conclusions, or draw inferences;
- make comparisons between different roles and lifestyles within and across different historical time periods in American history (colonial; Reconstruction, modern day);
- provide multiple points of evidence for a historical claim; and
- demonstrate historical knowledge through written expression.
Regarding the content for economic and technological changes, students performing at the NAEP Advanced achievement level likely can
- demonstrate understanding of how changes in technology impacted economic growth;
- use multiple pieces of evidence from historical sources to arrive at a conclusion;
- use maps, charts, and graphs to analyze historical trends;
- demonstrate understanding of the significance of major economic developments; and
- provide an explanation or justification for a historical claim.
Regarding the content for the changing role of America in the world, students performing at the NAEP Advanced achievement level likely can
- explain in writing the impact of government policies on different groups or nations,
- make inferences or contextualize ideas from a source or time period; and
- describe the intended purpose or impact of foreign policy.
So, how would your kiddos do?