A summary of major findings of the 1999 IEA Civic Education Study is attached. In almost all participating countries, students from homes that have more books demonstrate more civic knowledge, as do students who have high levels of aspiration for future education. Schools that model democratic practices in classrooms, by creating an open climate for discussing issues, are most effective in promoting civic knowledge and engagement among students. However, across countries many students do not experience this positive type of classroom environment. Gender differences are minimal with regard to civic knowledge, but substantial in some attitudes.
Females are more supportive than males of rights for immigrants and women.
Males are more interested than females in political issues, and are more willing than females to engage in illegal protest behavior. Diverse patterns of civic knowledge and attitudes toward democratic participation are found in both newly democratic countries and long-established democracies. The high-performing nations on the test of civic knowledge include both countries with lengthy traditions of democratic government and also countries that have recently experienced major political transitions. However, students from countries with less than 40 years of continuous democracy show comparatively lower levels of trust in government institutions. Civic Engagement Young people agree that good citizenship includes the obligation to vote and to obey the law.