By Emily Gasoi, Ward 1 Representative
On October 16, I headed off to Omaha, NE along with a small group of SBOE colleagues and staff for the National Association of State Boards of Education (NASBE) annual conference. NASBE is a membership organization that “develops, supports, and empowers citizen leaders on state boards of education to strengthen public education systems…” (see more about NASBE’s mission and purpose here).
I generally love the concentrated learning and networking that takes place at conferences, but this was my first time attending a gathering of state board members, and I had no idea what to expect. After three days packed with impressive keynote speakers, motivating panel presentations, inclusive decision-making sessions and ample time for unstructured discussion, I was not disappointed!
I am still processing everything I took in during my three days in Omaha, and there was far too much to share it all in this post, but I will attempt to seize on some common threads that ran through the talks and sessions I attended and share my key takeaways with you all:
One theme that ran through several of the convenings was the importance of providing students access to authentic, empowering civics education that leads directly to real-world opportunities. This resonated with some of the work I am leading on our Board with the Well-Rounded Education committee, which is conducting research to learn the degree to which DC schools are able to ensure students have access to non-tested subjects including arts, sciences, and social studies.
Some action- and thought-provoking points I took away from the panel on “Transforming Civics Education in an Era of Polarized Politics”:
• Asked to define what meaningful civics education entails, panelists generally panned the idea of using the US Citizenship test, which they deemed to be too narrow and inert, and instead noted that strong civics education both connects with and expands students’ lived experience. Several panelists, including one high school student, noted that authentic projects with real outcomes are more likely to engage students and lead them to feel more connected to the community and civically empowered to effect positive change.
• Panelists shared multiple models worth emulation:
• In Florida, the entire middle school curriculum is focused on civics education.
• Similarly, as of this year, in Massachusetts, the entire 8th-grade curriculum is dedicated to civics. In addition, state law now requires all middle and high schools to dedicate at least one semester to “’action civics’ – having students research and use local civic channels to solve problems in their community.”
• Illinois has also passed a statewide law requiring high schools to spend at least one semester on civics education. And in Chicago Public Schools, every high school has a “Student Voice Committee” designed to help students develop leadership and decision-making skills that will impact their school and home communities.
• Two related challenges panelists raised was how to effectively assess the quality of civics learning and how to make civics education a curricular priority without necessarily dragging it down with a narrowing accountability incentive.
Continue reading “Civics Education, Inequities Facing Incarcerated Youth, and More: Takeaways from the 2019 NASBE Conference”