Evaluation ReportsRead below for more information about evaluation being done on GC’s programming internally, in coordination with external partners, and by outside researchers.
Internal Program Progress Reports
Academic Program Analysis
“Action Civics for Promoting Civic Development: Main Effects of Program Participation and Differences by Project Characteristics” (December 2016)
By Parissa J. Ballard, Alison K. Cohen, & Joshua Littenberg-Tobias
This paper, published in the American Journal of Community Psychology, explores action civics’ impact (via Generation Citizen’s program) on students’ action civics knowledge and civic self-efficacy. It also examines the impact of students’ project choice on their civic development.
“Generation Citizen and Student Efficacy“ (July 2013)
By Rebecca Casciano and Glass Frog Solutions
This report presents results from a research investigation aimed at better understanding how students involved in the GC program gain “efficacy” or confidence that they can impact civic and governmental processes. It explores students’ efficacy at the beginning of the semester, how it might have changed over time, and which elements of the GC program appeared to have the greatest impact on student efficacy.
“Estimating the Association between Generation Citizen’s Curriculum and Student Civic Skills“ (June 2013)
By Rebecca Casciano and Jonathan Davis at Glass Frog Solutions
This study examines GC’s impact on students’ civic skill development. It draws on data from a pre-/post-semester written assessment of civic skills administered to students in GC classrooms and a sample of comparison classrooms.
“Education, Citizenship and Social Justice: The relationship between adolescents’ civic knowledge, civic attitude, and civic behavior and their self-reported future likelihood of voting” (August 2012)
By Alison Cohen and Benjamin Chaffee
This paper identifies the characteristics most associated with an increase in students’ self-reported future likelihood of voting, drawn from an analysis of GC student survey data. After adjusting for demographic and academic variables, the authors prioritize two civic knowledge and two civic skill constructs which civics education programs might pursue further to explore their effects on future voter participation.