Indicators of Equitable Civic Learning in U.S. Public Schools

Autor/inn/en	Hamilton, Laura S.; Kaufman, Julia H.
Titel	Indicators of Equitable Civic Learning in U.S. Public Schools
Quelle	In: Educational Assessment, 27 (2022) 2, S.187-196 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-7197
DOI	10.1080/10627197.2022.2087623
Schlagwörter	Equal Education; Citizenship Education; Educational Quality; Educational Indicators; Outcomes of Education; Racial Differences; Racism; COVID-19; Pandemics; Access to Education; Educational Opportunities; Public Schools; School Role; Kindergarten; Elementary Secondary Education; Curriculum Development; Educational Policy; Teaching Methods + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Quality of education; Bildungsqualität; Educational indicato; Bildungsindikator; Lernleistung; Schulerfolg; Rassenunterschied; Rassismus; Access; Bildung; Zugang; Bildungszugang; Bildungsangebot; Bildungschance; Public school; Öffentliche Schule; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Politics of education; Bildungspolitik; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The "twin pandemics" of racial injustice and COVID-19 have underscored the importance of promoting civic knowledge, skills, dispositions, and engagement among the nation's young people. Although some evidence has demonstrated that civic-learning opportunities are inequitably distributed across U.S. schools and communities, we currently have limited data that could help inform efforts to promote more equitable access to these opportunities. In this article, we draw on a recent National Academies of Science, Engineering, and Medicine report on equity indicators to explore the potential value of a large-scale system of such indicators for civic learning. We highlight the need for indicators of both opportunities to learn and of learning outcomes. We describe key features of this system, propose some example indicators, and discuss a research agenda that could contribute to the development of high-quality measures of equity in civic learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01