A growing number of states are passing laws that require high school students to learn about their rights and obligations as citizens, which shows a fresh commitment to bolstering democracy in America. This civics mandate requires students to sit for an exam similar to the United States Citizenship Test administered by the US Customs and Immigration Service (USCIS) as a requirement for graduation from high school. However, little is known about how these policies affect the college access of students from racial and ethnic minorities. To investigate the relationship between civic education policies and educational opportunity, this research uses a systematic and equity-focused policy analysis based on Systematic Reviews and Meta-Analyses (PRISMA) methodology. The study finds that college enrollment and ambitions among Black, Hispanic, and Indigenous students have been demonstrated to rise in states that incorporate accountability mechanisms, culturally sensitive pedagogy, dedicated professional development funds, and specific equality measures. In contrast, disadvantaged populations are frequently left behind or even worse off by unfunded or undefined equity-neutral rules. I provide a sophisticated paradigm for equity-centered design in civic education by analyzing policy characteristics and outcomes using empirical data collected between 2010 and 2023. The study comes to the conclusion that civic requirements, depending on their intention and execution, can either be tools for educational justice or roadblocks.
Frederick Arthur (Fri,) studied this question.