As the 2026 midterms approach, the public and policymakers are asking whether schools are truly preparing students to participate in civic life. This third brief in our series from the American School District Panel (ASDP), a research partnership between RAND and CRPE, draws on Spring 2026 survey data and interviews with 28 district leaders to learn more about what district leaders want their civics programs to accomplish and what they need to get there.
Key findings
- Leaders envision civic learning as more experiential, relevant to students’ professional skill-building and future career paths, and integrated across grade levels and subjects. Twenty of the 28 leaders we interviewed wanted students to apply what they learn through hands-on experiences like mock trials, visits to government offices, and work with community organizations. Others wanted students to build media literacy, start civic learning in elementary school, and explore civics beyond social studies.
- Only around 1 in 5 districts nationwide has made experiential civic learning a district-wide practice. In 52% of districts, whether students get these experiences depends on educator interest. Just 21% of districts make it a district-wide element. Rural districts (16%) trail urban (33%) and suburban (32%) districts.
- To make civics more experiential, relevant, and grounded, interviewed district leaders say they need better support for teachers, greater alignment with state and school leaders, and more funding, time, and staff capacity. Just over half of leaders called for professional learning, coaching, and materials. Thirteen named time, funding, and staffing. Many said teachers need explicit permission to take on current events and controversial topics.
Recommendations
- State leaders should check whether standards, assessments, and graduation requirements encourage students to apply civic knowledge, and should protect instructional time and invest in teacher learning and resources.
- Civic learning advocates can give teachers ready-to-use materials and training, and connect districts with affordable experiential opportunities.
- District leaders can give teachers explicit permission and support, build community partnerships, and decide how much civic learning to leave to teacher discretion versus standardize. Leaving too much to discretion means access depends on which teacher a student happens to have.
Note: The interview sample is small and not nationally representative. The survey results are weighted to represent districts nationally.
