Oregon educators strongly support the Civics Education Act (HB 2299/SB 513).

As educators, we care deeply about our students and take seriously our role in helping provide the knowledge and essential skills they will need to realize their potential as successful and productive members of our society. An Oregon education must empower students to be well-informed, active members of their communities and provide a meaningful opportunity to participate in our democracy to make positive changes to the world around us.

However, we are not effectively providing those tools to our youth currently:
- Only 25% of Americans can name all three branches of government; nearly one-third of Americans are unable to name any.
- Only 24% of high school seniors test at or above a proficiency level in civics.
- Seventy-five percent of Americans born in the 1930s believed it was essential to live in a democracy.  Only about 30% of Americans born in the 1980s believe that today.

While this is a national crisis, it is of particular import in Oregon as we are one of only eleven states that does not currently require a civics education class for graduation. We must do a better job of preparing our youth with the knowledge of the rights and responsibilities we each share in a democracy.

The Civics Education Act is a clear response to these problems. It provides that every Oregon student will receive one semester of civics education before they graduate. The bill does not increase the number of credits that students will need to graduate. It simply ensures that one semester out of the three years of social studies currently required for graduation will be dedicated to learning about our government, our legal system, our democracy – and to understanding their roles, rights, and responsibilities to participate.

The bill also does not require development of new academic content standards as the Oregon Department of Education already provides standards for civics and government education. However, without designated and focused class time, that content is often embedded in other social studies courses meaning teachers are unable to teach civics in-depth. This bill will allow teachers to provide robust, dedicated civics courses that ensure all students receive a strong grounding in the established civic standards, giving them the knowledge and capabilities to effectively engage in their roles as citizens and community members.

This is also an issue of equity. In districts with less funding, civics classes are less likely to be offered, and those students receive instruction on fewer of the Oregon social science standards that directly support robust civics education; teachers must make decisions as to which topics they have space to teach in relevant US history, economics, or other social studies classes. However, even in wealthier districts, civics-based classes are typically elective and not required, so that some students receive an adequate civics education, while many others do not.

This inequity has implications beyond the classroom. Research shows that students who receive quality civics education are more likely to vote, discuss politics at home, complete college, and develop skills that lead to employment. They are also four times more likely to give back to their communities through volunteering and working on community issues and are more confident in their ability to speak publicly and communicate with their elected representatives. We must, therefore, strive to increase civic awareness and competency among ALL Oregon students, and prepare them to actively engage in their responsibilities to our community. A required semester of civics is a critical step toward achieving that goal.

This bill will empower educators to teach in-depth courses on civics that will inspire future generations of engaged and active civic participants. This is a good bill for Oregon education and a critically important bill for the future of our democracy and our civic life. Join educators in supporting the Civics Education Act.