91制片厂视频

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Many high school seniors may be old enough to vote, but just one-quarter of them demonstrate at least a 鈥減roficient鈥� level of civics knowledge and skills, based on the latest results from a prominent national exam.

That statistic, 24 percent, represents a slight dip from the proportion of 12th graders scoring proficient or 鈥渁dvanced鈥� in the subject four years earlier.

Meanwhile, the average 4th grade score rose in the latest administration of the National Assessment of 91制片厂视频al Progress, compared with both 2006 and 1998, the first time 鈥渢he nation鈥檚 report card鈥� in civics was given. Twenty-seven percent were proficient or better in 2010, compared with 24 percent in 2006, according to the issued Wednesday.

No significant change was seen for 8th graders, who have remained stuck at the 22 percent proficient-or-higher mark since 1998.

鈥淜nowledge of our system of government is not handed down through the gene pool,鈥� retired U.S. Supreme Court Justice Sandra Day O鈥機onnor said in a statement. 鈥淭he habits of citizenship must be learned. ... But we have neglected civic education for the past several decades, and the results are predictably dismal,鈥� said Justice O鈥機onnor, who has been promoting civics instruction in the United States.

Hispanic Students Gain Ground

Beyond the Basics

Relatively small percentages of 4th, 8th, and 12th graders score at the 鈥減roficient鈥� or 鈥渁dvanced鈥� levels in civics on 鈥渢he nation鈥檚 report card.鈥�

SOURCE: National Center for 91制片厂视频 Statistics

One area of growth highlighted in the new report is the improvement over time for Hispanic students. At all three grade levels, the Hispanic test-takers had higher scores than in 1998, and scores have climbed for 8th graders since 2006 as well. In 1998, 44 percent of Hispanic 8th graders scored at 鈥渂asic鈥� or above, compared with 50 percent in 2006 and 56 percent in 2010.

In fact, the achievement gap between Hispanic and non-Hispanic whites was narrower than in both 2006 and 1998, though it was still sizable, at 23 points on the NAEP scale, which runs from zero to 300.

鈥淲e are encouraged by the gains in civics achievement being made by our nation鈥檚 Hispanic students, who are an increasingly important voice in our democracy,鈥� David P. Driscoll, the chairman of the National Assessment Governing Board, which sets policy for NAEP, said in a press release.

That said, even with the progress for Hispanic students, only 11 percent of 8th graders scored at the proficient level or above.

Further, relatively few students of all races and ethnicities reached the highest level, advanced, which represents what the report calls 鈥渟uperior performance.鈥�

Only 4 percent of all 12th graders, for example, scored advanced, 鈥渁 level we would hope our future leaders would attain,鈥� Charles N. Quigley, the executive director of the nonprofit , said in a statement.

Five percent of white seniors scored at the advanced level, compared with 2 percent of Hispanics and 1 percent of African-Americans.

Constitutional Study

The NAEP test in civics contains a blend of multiple-choice and constructed-response questions at each grade level. The questions tackle three interrelated components: civic knowledge, intellectual and participatory skills, and civic dispositions. The focus on civic knowledge tests, among other topics, students鈥� understanding of civic life, politics, and government; the foundations of the American political system; and the role of citizens in American democracy.

Mr. Quigley said he was especially alarmed to see so many seniors performing poorly on the national exam.

鈥淢any of our high school seniors are already eligible to vote, or they very soon will be,鈥� said Mr. Quigley, whose organization is based in Woodland Hills, Calif. 鈥淲e would expect them to be better prepared to exercise the rights and assume the responsibilities of American citizenship.鈥�

It appears that the overall 3-point drop in civics achievement among seniors was largely the result of a decline among girls. The average scale score for girls dropped from 152 to 148, which was statistically significant. For boys, it declined from 150 to 148, but that change was not deemed statistically significant.

On the flip side, 4th grade girls scored higher in 2010 than four years earlier, posting an average score that was 7 points higher than the performance of 4th grade boys. Put another way, 30 percent of girls scored as at least proficient in 2010, compared with 24 percent of that population in 2006. Meanwhile, for 4th grade boys, the proportion scoring proficient or higher remained unchanged between 2006 and 2010, at 24 percent.

As part of the NAEP report, both teachers and students were surveyed to learn more about the extent to which civics instruction is delivered in schools. That instruction, however, didn鈥檛 necessarily benefit the students, the data suggest.

At the 8th grade, 85 percent of students reported learning about civics in school, but there was no significant difference in the average scores of those who did or did not report receiving such instruction.

There also was no measurable change in the particular topics 8th graders reported studying. For example, 82 percent said they covered the U.S. Constitution, 78 percent Congress, and just 40 percent other countries鈥� governments.

Nearly all 12th graders, 97 percent, reported studying civics or government during their high school years.

When asked more specifically about particular topics they had studied during the current school year, fewer said they had been taught about the Constitution than previously. Sixty-seven percent reported studying the document in 2010, compared with 72 percent in 2006. That, however, was the only content area out of nine specific civics topics students were asked about in which the difference between 2010 and 2006 was statistically significant.

The survey data for seniors also show that:

鈥� 68 percent said they had studied political parties, elections, and voting;

鈥� 66 percent studied Congress;

鈥� 61 percent studied how laws were made; and

鈥� 59 percent studied the president and Cabinet.

By far, studying other nations鈥� governments (47 percent) and international organizations such as the United Nations (43 percent) were the two content areas that the smallest proportion of seniors said they studied.

Mr. Quigley said he was deeply troubled that so many seniors are apparently not spending time on those content areas.

鈥淚gnoring those topics,鈥� he said, 鈥渋s difficult to defend in an era in which our country is ever more deeply involved in the world鈥攑olitically, economically, militarily, and in humanitarian efforts.鈥�