LWV-GPA Youth Member Leads Local Effort to Bring Civics Education to Schools

Published September 22, 2023

Devon Jiang, a senior at West Windsor-Plainsboro High School South, believes that civics education can benefit the local community. 

"With the increased political discourse that technology has enabled in the past decade, we are seeing the necessity of educating Americans on what it means to be an engaged citizen," Jiang told the League in an interview. "The lack of a modernized civics education in New Jersey risks a lack of knowledge in both national and local issues, leading to an erosion of our democracy."  

Jiang's interest in civics sprouted from a different issue he was exploring, the New Jersey redistricting. After he spoke with New Jerseyans and state government politicians, Jiang began realizing voters were uninformed on the purpose and importance of redistricting. Speaking with Philip Hensley, the former Democracy Policy Analyst of LWVNJ, he saw a dual issue of the government not being transparent enough about the process and its citizens not knowing the resources to influence their Congressional lines. 

Near the end of his sophomore year, Jiang wanted to focus on the causes of low participation rates in government activity. Reading articles and prior research, he saw an opportunity in using civics programs. "As a young American, when I saw data on low levels of high school student knowledge regarding our institutions, I personally connected with that statistic. In our school, although we recieved a rich, rigorous history instruction, our required classes never delved into political advocacy nor state powers. I know students who want to get involved, I see schools around the nation abandoning civics. If we want to have an active citizenry, one that has adapted to modern times, educating our youth should be the foundational action we take." 

To be sure of his logical thought, he devised a case study between two states, Colorado and Rhode Island, whose curricula he had never previously examined. Using data from different nonpartisan organizations and university studies, he was able to compare the two civics education systems based on activities young aspiring activities might do, such as voting and participating in protests. Furthermore, he gave recommendations on how states could improve their curriculum.

Publishing his results, which demonstrated the effectiveness of civics education, in an online journal, Jiang said he presented his findings to curriculum writers in school districts around Mercer County, especially to his school district. While examining different course documents edited in light of Wooten's Law, a recently implemented New Jersey law requiring civics in middle schools, Jiang said, "the goals intended by Wooten's law are not well reflected in the district curricula. The perennial issue of informing future voters on important concepts like how their municipal government operates has largely remained unaddressed."

Meeting with his district's social studies supervisor, Jiang expected to push forth an idea to replicate the school's financial literacy classes for civics. The supervisor, though, explained why the current focus of civics advocacy has yet to achieve its intentions. Recounting the conversation, Jiang remembered how she was "constrained by the lack of funding the state gave to implement Wooten's law" and "improving civics education in a restrictive box." Realizing the difficulty of incorporating civics classes into an already jam-packed curriculum, issues he saw in his research, Jiang targeted his effort towards adapting the current history curriculum. He is working with his district supervisor to see how advocacy projects and service programs can be incorporated into the required American history courses. One week prior, Jiang called his neighboring district's history supervisor, gauging the flexibility schools may have in their jam-packed curriculum. In his AP US Government and Politics class, Jiang sees a promising framework. "Although only 40 students take the class because it isn't a requirement, the content incites us to think differently about current issues. We discuss about the importance of studying the facts before forming online opinions, we discover how to quickly understand and act upon issues in our frenetic society, we learn how to be patriotic but not nationalistic." 

Jiang recognizes that the insights gleaned from his AP course most likely cannot fit into his history-driven social studies classes. However, he believes unique learning methods, such as heated yet respectful debates and service learning opportunities, should be accessible to every student. Two years after he first researched what an "informed citizen" meant in an education setting, Jiang is optimistic about the future of civics education. "The fact that Wooten's law even passed indicates that states like New Jersey are finally recognizing the importance of citizenship-based social studies courses," Jiang said. "The focus can shift from the effectiveness of civics education to its implementation."

As the interview concluded, Jiang connected his advocacy to the goal of modern civics education. "In many ways, my exploration is a civics project in it of itself. I found an issue I genuinely care about and generated progress. If schools could give students that opportunity of discovery and combine it with their resources to assist, to empower, and to educate them, they could foster a new generation of engaged adults. When I hear adults say 'we need your generation to solve our issues,' I circle back to the benefits of a wholistic civics education."