Civics Learning Act of 2023

To amend the Elementary and Secondary Education Act of 1965 to increase civics education programs, and for other purposes. 1. Short title This Act may be cited as the Civics Learning Act of 2023 2. Findings Congress finds the following: (1) The dearth of civics lessons available to students across the United States has helped to foster a political climate that is deeply partisan and divided. (2) Polarization in the United States has fractured public morale in our democratic institutions and has created an environment in which people are less likely to be well-informed on the processes of our constitutional republic, the current state of affairs, and the importance of participating in the political process. (3) It is impossible to tell the true, full history of this Nation and recognize the power of our representative democracy without discussing the painful and powerful history of the civil rights movement. It is incumbent on Congress to ensure the full history of our great Nation is being taught to the next generation of leaders. (4) According to the Annenberg Constitution Day Civics Survey conducted by the Annenberg Public Policy Center of the University of Pennsylvania, in 2022— (A) only 47 percent of people in the United States surveyed were capable of naming all 3 branches of government, while 25 percent of Americans were not able to name any of the branches of government; (B) less than half of Americans (46 percent) correctly stated that the Supreme Court has the final responsibility for determining the constitutionality of laws if the President and Supreme Court disagree; and (C) 26 percent could not name any of the rights guaranteed under the First Amendment. (5) In 2018, only 24 percent of eighth graders were found to have performed at or above the proficient level on the National Assessment of Educational Progress civics exam conducted by the National Center of Education Studies. (6) A lack of knowledge regarding the structural basics of our constitutional republic and the history of our struggle for suffrage and civil rights creates an increasingly ill-equipped electorate which over time, can, and will continue to, contribute to a weakened democracy. 3. Amendments to the Elementary and Secondary Education Act of 1965 Section 2233 of the Elementary and Secondary Education Act of 1965 ( 20 U.S.C. 6663 (1) in subsection (a)— (A) by inserting and prioritize innovative civics learning and teaching, including by encouraging to encourage (B) by inserting (including students and teachers at high-need schools (as defined in section 2221)) (2) in subsection (b)— (A) by inserting and appropriated under subsection (h) of this section 2231(b)(2) (B) by striking paragraph (2) and inserting the following: (2) may include— (A) hands-on civic engagement activities for teachers and students; (B) activities about the history and principle of the Constitution of the United States, including the Bill of Rights, women’s suffrage, and the civil rights movement; (C) before-school, during-school, after-school, and extracurricular activities; (D) activities that include service learning and community service projects that are linked to school curriculum; (E) activities that encourage and support student participation in school governance; and (F) online and video game based learning. ; (3) in subsection (c), by striking paragraph (3) and inserting the following: (3) Diversity of projects (A) Diversity of grants In awarding grants under this section, the Secretary shall ensure that, to the extent practicable, grants are distributed among eligible entities that will serve geographically diverse areas, including urban, suburban, and rural areas, and public elementary schools. (B) Allocation of grant funding To the extent practicable based on the applications received under subsection (d), the Secretary shall ensure that— (i) not less than 30 percent of the grant funds under this section are awarded to eligible entities that serve elementary school students and teachers; (ii) not less than 30 percent of the grant funds under this section are awarded to eligible entities that serve middle school students and teachers; and (iii) not more than 40 percent of the grant funds under this section are awarded to eligible entities that serve high school students and teachers. ; (4) in subsection (d), by inserting , and containing such information, manner (5) by adding at the end the following: (f) Grant award preference In awarding grants under this section, the Secretary shall give preference to applications for programs that carry out the activities listed in subsection (b)(2) for the purpose of strengthening civics education and learning. (g) Annual report Not later than 90 days after the end of each fiscal year, the Secretary shall submit to the Committee on Education and the Workforce of the House of Representatives and the Committee on Health, Education, Labor, and Pensions of the Senate a report containing— (1) a description of each eligible entity awarded a grant under this section during the preceding fiscal year; (2) a description of whether each such eligible entity was able to meet each of the purposes under subsection (a), and if so, how such eligible entity was able to meet such purposes; and (3) any recommendations for continuation of the grant program under this section. (h) Authorization of appropriations In addition to the amounts reserved under section 2231(b)(2), there are authorized to be appropriated $70,000,000 to carry out this section for fiscal year 2024. .

Summary: Civics Learning Act of 2023 This bill expands the use of American History and Civics Education—National Activities grants to prioritize innovative civics learning and teaching. Specifically, the bill expands the allowable uses of these grants to include activities related to women's suffrage and the civil rights movement; before-, during-, and after-school activities and extracurricular activities; activities that include service learning and community service projects that are linked to school curriculum; activities that encourage and support student participation in school governance; and online and video game-based learning. Further, the Department of Education must ensure that specified percentages of grant funds are awarded on a diverse basis to eligible entities (e.g., institutions of higher education) that serve students and teachers at elementary schools, middle schools, and high schools.