Monthly Archives: September 2013

can nonprofits solve big problems?

Bill Shore and Darrell Hammond are fabulously successful social entrepreneurs. Each founded a nonprofit that raised tons of money, inspired many thousands of volunteers, drew great press, and provided lots of services. (Share Our Strength fed homeless people; KaBOOM! built playgrounds.) Now, along with Amy Celep, these two founders have written a provocative piece entitled “When Good is Not Good Enough.” This passage –contributed by Shore–gives a flavor of the whole article:

So I began with an idea that was clear, simple, and wrong: we would end hunger by raising money and granting it out to food banks and other emergency food assistance programs. It should have been obvious then, as it is now, that hunger is a symptom of the deeper, more complex problem of poverty.

Both Share Our Strength and KaBOOM! have shifted to addressing what they see as the root causes of big social problems, using tactics inspired by the movements against smoking, drunk driving, and malaria.

In a reply also published by the Stanford Social Innovation Review, Cynthia Gibson, Katya Smyth, Gail Nayowith, & Jonathan Zaff anticipate most of the points I would want to make. They applaud the honesty and ambition of the original article but raise doubts about whether nonprofit organizations can really “solve” social problems without the rest of the public. The two articles together offer a great guide to the debate between social entrepreneurship and civic engagement.

I would add a couple of points that are generally consistent with Gibson, Smyth, Nayowith and Zaff.

First, the metaphor of “root causes” is problematic and misleading. It suggests that if you could fix the root, you could solve a whole problem in one stroke, much as pulling out the root of a weed will kill it. Much more typically, problems form complex systems with no  primary cause. For example, racism, crime, violence, education, and poverty all influence each other. Poverty worsens crime, but crime independently deepens the poverty of afflicted communities. Such complexity should not cause despair. You can intervene helpfully at many points in the cycle, not only at the “deepest” point, which may be the least accessible. For instance, better policing does not directly address poverty, but it can cut crime, and that helps poor people.

The metaphor of a root misleadingly suggests that you should only work on the part of the problem that seems somehow biggest and most difficult. That is doubly wrong: (1) you might be able to do more good with limited resources if you intervened somewhere else, and (2) even if you solved the problem that you see as primary, the rest of the system would remain.

Second, the idea that organizations can solve social problems ignores the persistence of politics. In We Are the Ones We Have Been Waiting For (starting on pp. 65), I mention the popular “moon-ghetto” metaphor from the 1960s:

This was the idea that engineers and other specialists had put human beings on the moon (and brought them safely home), so it should be possible to tackle the problems of the so-called “ghetto” in much the same way. It was all a matter of scientifically diagnosing the causes of poverty and efficiently deploying solutions.

Actually, the moon and the “ghetto” are very different. The moon is almost perfectly detached from all other human issues and contexts, because it is 240,000 miles away from our planet (although NASA’s launch facilities in Florida and Houston might have some local impact). The goal of the Apollo Program—whether you endorsed it or not—was clear and easily defined. The challenges were physical; thus Newtonian physics allowed engineers to predict the impact of their tools precisely in advance. The costs were also calculable—in fact, the Apollo Program was completed under budget. The astronauts and other participants were highly motivated volunteers, who had signed up for a fully developed concept that they understood in advance. The president and other national leaders had committed enough funds to make the Apollo Program a success, because its value to them exceeded the costs.

In contrast, a low-income urban neighborhood is enmeshed with other communities. Its challenges are multi-dimensional. Its strengths and weaknesses are open to debate. Defining success is a matter of values; even how to measure the basic facts is controversial. (For example, how should “race” be defined in a survey? What are the borders of a neighborhood?) Everyone involved—from the smallest child on the block to the most powerful official downtown—has distinct interests and motivations. Outsiders may not care enough to provide adequate funds, and residents may prefer to leave than to make their area better. When social scientists and policymakers implement rewards or punishments to affect people’s behavior, the targets tend to realize what is happening and develop strategies to resist, subvert, or profit from the policies—a response that machines can never offer. No wonder we could put a man on the moon but our poor urban neighborhoods persist. …

what we must do for civics: my remarks at the National Conference on Citizenship

(Washington, DC) I’d like to talk briefly about what we have to do to improve civic education in America.

First, I need to say something very quick about the goal. What should students learn?

I agree with people who say that kids should study the founding documents of the American republic, their origins and great principles. Citizens will not protect these ideas unless they understand them. And the founding documents are worthy of understanding and exploration.

But understanding perennial principles is not enough. Students must also deliberate with fellow citizens about current controversies. That is a skill human beings have to learn. It does not come automatically, and it is certainly not being modeled by our media or the national government. Students must learn from experience how to talk with others who may disagree about controversial issues.

And deliberation is not enough. Talking without ever acting is pretty empty. You can say most anything without learning from the results or affecting the world. At least sometimes, students should be part of groups that talk about what they should do, then actually do what they have talked about doing, and then reflect on the experience, holding themselves accountable for the results.

By the way, I am not necessarily talking about service-learning projects as the opportunities for students to plan projects and then act as citizens. Students can act in many other ways as well—for example, when they manage school clubs and groups, produce collaborative reports and presentations, or even play roles in fictional simulations.

Like deliberation, collaboration is something we must learn from experience, with guidance from teachers and other adults. It does not come naturally.

I have mentioned three things to learn: the fundamental principles and structure of the republic, actual deliberation, and collaboration. The three go together beautifully. The constitutional principles underlie the deliberation and work. The work informs the discussion. The discussion guides the work.

Many social studies teachers know how to bring all three together—certainly not every day, but over the course of a semester or a school year. We conducted a national survey of civics teachers this summer and found most of them committed to just this kind of education.

But a lot of things stand in the way.

Most state standards are just long lists of facts to cover. A teacher we surveyed recently said:

“Students do not ‘debate’—they argue and have no support for their opinions. Should that be a priority? Well, of course, but I don’t have time to teach it. I am bound by a set of state guidelines as to what I am to teach even though there is no high stake testing for government classes.”

Also, most states don’t test in civics, and those that do ask exclusively multiple-choice questions that have nothing to do with deliberation or collaboration. Our research finds that whether a state has a test makes no difference to what students know, perhaps because the existing tests are not much good.

Opportunities for civic learning are deeply unequal, most widely available to students in wealthy communities who are on course to college.

Teachers get very little education or support for interactive civic education. Nationally, most recall never having received relevant professional development once they are in the classroom. Only 10 states require instructors who teach civics or government classes to have certification in civics or government.

Last week, the National Council for the Social Studies released a new framework for state social studies standards called the C3 Framework: College, Career, and Citizenship. Maryland and Kentucky are already using it to revise their state standards, and I am confident other states will join them. For full disclosure, I was deeply involved in writing the C3, so I am biased. But I can vouch for that fact that all the themes I have mentioned today are included: foundational principles, deliberation, action.

Implementing the C3 Framework would be a good step. But civic education completely depends on quality. Standards mean little without supportive materials, teacher education, and assessments. A test for students or a teacher certification requirement can be valuable if it is well designed, aligned with the curriculum, and if the people who face the assessment have opportunities to learn what they need to know. If not, the assessment can hurt. To implement a test or requirement well, over time, takes support from organizations outside of higher education: the legal community, higher education, the media, parents.

On Oct. 9, CIRCLE will release the report of the Commission on Youth Voting and Civic Knowledge, which is entitled All Together Now: Innovation and Collaboration for Youth Engagement. It is based on truly exhaustive research, including surveys or interviews with more than 6,000 youth, students, and stakeholders. Note the title, which calls for collaboration. The report will recommend state coalitions for civics that can be in the business for the long term, not only demanding a new law or policy, but staying around to make sure the implementation is good.

We know that many other institutions influence kids’ civic development: parents and families, the news media, social media, campaigns and elections, city governments. Schools matter, but they cannot by themselves get the job done. Civic education is a responsibility of society as a whole, and a diverse coalition or task force can call on many different sectors as opportunities arise.

We have been involved with several such efforts. The one that has had the most legislative impact is The Florida Joint Center for Citizenship, based at the University of Central Florida and the University of Florida. The Joint Center grew from a 2006 bipartisan effort, launched by Congressman Lou Frey and Senator Bob Graham, to improve civic education in Florida. Since then, with the help of many other organizations and people, the state’s social studies standards and benchmarks have been revised and strengthened and the Justice Sandra Day O’Connor Civics Education Act has added civics to Florida’s list of tested subjects. In addition to Sen. Graham, the Joint Center’s director, Doug Dobson, is here today.

Another model is The Illinois Civic Mission Coalition, which includes educators, administrators, students, universities, funders, elected officials, policymakers, and representatives from the private and non-profit sectors. They wrote a document called the Civic Blueprint for Illinois High Schools. They have enlisted partner schools that are committed to the cause, and they also advocate at the state level and draw on all their members for ongoing action and support.

In California, Chief Justice Tani G. Cantil-Sakauye and State Superintendent of Public Instruction Tom Torlakson have created a high-powered task force on civics. And of course, at the national level, the Campaign for the Civic Mission of Schools, brilliantly directed by the unstoppable Ted McConnell, is the coalition for civics.

These efforts vary, but they all recognize the same truths. We are not doing enough to engage our young people in civic life. There are no simple solutions. A test, a mandatory course, an easier voting system—none of those reforms will make much difference just by itself. Engaging our young people will require the dedicated efforts of many people, in many contexts, over time.

None of that should surprise us. These are the same truths we teach—or ought to teach—our young people about politics in general. They are going to face serious public problems all their lives: the problems that we inherited or created and are leaving to them. No serious problem will yield unless people work together to define and address it—each contributing his or her own assets and ideas. Working together on public causes is not just a chore or burden but is also a satisfying aspect of the good life.

These are the lessons we should be sharing with our young people, and they apply to us as well.

forthcoming in 2013: Civic Studies (the book)


This is a video of me (having a bad hair day) and some good friends making the case for the civic mission of higher education.

It is also an advertisement for the Civic Series, a set of short books on themes related to active citizenship and higher education. I am co-editing the volume entitled Civic Studies with Karol Soltan. It should be available by the end of 2013. The Table of Contents follows:

I. Overview

1. Peter Levine, “The Case for Civic Studies”
2. Karol Soltan, “The Emerging Field of a New Civics”
3. (multiple authors) “Framing Statement on Civic Studies”

II. The art and science of association: the Indiana Workshop

4. Filippo Sabetti, “Artisans of the Common Life: Building a Public Science of Citizens”
5. Paul Aligica, “Citizenship, Political Competence, and Civic Studies: the Ostromian Perspective”

III. Deliberative participation

6. Tina Nabatchi and Greg Munno, “Deliberative Civic Engagement: Connecting Public Voices to Public Governance”
7. Ghazala Mansuri and Vijayendra Rao, “The Challenge of Promoting Civic Participation in Poor Countries”

IV. Public work

8. Harry C. Boyte and Blase Scarnati, “The Civic Politics of Public Work”

V. Research engaged with citizens

9. Sanford Schram, “Citizen-Centered Research for Civic Studies: Bottom-Up, Problem-Driven, Mixed methods, Interdisciplinary”
10. Philip Nyden, “Public Sociology, Civic Education, and Engaged Research”

public speaking engagements this fall

Please join me if you can:

  • Sept. 20, DC: National Conference on Citizenship, panel on “Civic Education and the Civic Mission of Schools” (Also webcast.)
  • Sept. 25, Morven Park in Northern VA, “Distinguished Voices in Civics
  • Oct. 2, Elon University, Greensboro, NC Oct. 2: public lecture on We Are the Ones We Have Been Waiting For.
  • Oct. 10, MIT Center for Civic Media, Civic Media Lunch, “The Promise of Civic Renewal”
  • Oct. 9, DC, National Press Club newsmakers’ forum
  • Oct 11-12, Austin, TX, American Board of Trial Advocates’ Open Forum for Civic Education for Our Youth
  • October 21, Gutman Library, Harvard University, Distinguished [sic] Author’s Talk about We are the Ones. … With confirmed panelist Jane Mansbridge (and others to be named).
  • Nov. 9, Austin TX, Texas Conference on Civic Life
  • Nov 22, St. Louis, MO, National Council for the Social Studies

the new framework for social studies

One of my projects for the last several years has been to help write the C3 (College, Career and Citizenship) Framework for the social studies. It was released today by the National Council for the Social Studies, and CIRCLE issued a supportive release.

All states have social studies standards, but these documents tend to be incoherent, excessively long and detailed, and poorly aligned with tests, textbooks, and course requirements. The same has been true in other disciplines, and the now-controversial Common Core is an effort to standardize the standards for English and math to a better model. Our C3 Framework, instead, recognizes the right, power, and obligation of states to set their own standards. But it provides general guidance. Maryland and Kentucky are implementing the C3 Framework, and I hope other states will follow suit. The more states use it, the more the market will grow for improved texts and materials, tests and assessments, and teacher education. Unless they are implemented well, new standards will not make much difference. But they are a start.

One thing I especially like about the C3 is the “instructional arc,” which goes from “developing questions and planning inquiries” to “communicating conclusions and taking informed action.” We authors realized that students don’t get to decide what questions to ask, in a vacuum. The teacher decides that it is time to study Native Americans or the New Deal. But we wanted to indicate that asking questions is the start of real intellectual work.

“Taking informed action” may be controversial, but it is essential, because we learn advanced civic skills through practice. I would make two points in support of the “Informed Action” section: 1) Action can mean many things, not just community service or activism. Solving problems within the classroom or managing a student group would also count. And 2) action is not a newfangled addition to the social studies curriculum. It was a stronger component of civics in the mid-20th century, when courses called “community civics” and “problems of democracy” were very common. It is already mentioned in many state standards, albeit in miscellaneous ways. If anything, action has diminished as political science has become the model for high school civics. We are just putting a bit of it back in.