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Portland Civic Index Project ADDENDUM PORTLAND CIVIC INDEX PROJECT PORTLAND - CITY AT A CROSSROADS "CREATING A FRAMEWORK FOR CHANGE" JUNE 1989 - MAY 1990 ADDENDUM Civic Index Committee Reports Civic Education Page 1 Community Information Sharing Page 19 Citizen Participation Page 27 Community Leadership Page 41 Volunteerism and Philanthropy Page 50 Cooperation and Consensus Building Page 69 Government Performance Page 76 Community Vision and Pride Page 130 Regional Cooperation Page 143 Intergroup Relations Page 179 Civic Index Survey Page 194 CIVIC INDEX/CIVIC EDUCATION COMMITTEE REPORT Definition and Focus The Civic Education subcommittee defines its component topic: Civic Education is the way in which we learn the lessons or modes of behavior that enable us to be part of the culture in which we live. Ideally, civic education must include an attachment to justice, a willingness to serve the community beyond self interest, and an openness to all those who share the rank of citizen. The committee's definition of civic education has two parts. The first is governance, that is, the knowledge of how local, state and federal government functions. This knowledge is essential to provide young people with the skills necessary to participate in a democracy. The second part of civic education involves community values. Values such as justice and community service are fundamental to the future health of the community as a whole. The committee's focus is upon education through the public and private school systems. The committee also considered the participation of business and volunteer community organizations with the schools. The committee's task is to evaluate the state of civic education, to describe a vision for the future of civic education, and to recommend the means of accomplishing that vision. Questions Used to Evaluate Civic Education The state of civic education was assessed using the following questions: How do the schools teach governance? Does the curriculum address state and local government? Do the schools teach citizenship skills? Do the schools promote community service? To what extent are community service organizations and businesses participating in education? Are students receptive to programs teaching citizenship skills and community values? Do the schools address community problem solving? Assessing of Civic Education The committee investigated the current status of civic education by interviewing educators, legislators, and business and community leaders. The committee felt that it was important to include a student viewpoint and organized a student focus group for that purpose. The focus group was made up of students in public and private schools ranging in age from 13 - 18. All were members of Youth Today. Student comments from the focus group are appended. The comments are summarized within this report under the heading "Youth Perspective." The Committee's Conclusions Portland is making a commendable effort in the area of civic education. However, the effort falls short of satisfying the needs of young people in our community and, by extension, falls short of meeting the needs of the community as a whole. Our failure to provide necessary educational experiences for these young people, who face an increasingly complex, even dangerous, world, is diminishing the probability that our community will deal with future problems in a manner acceptable to today's adults. Portland's schools do teach governance, though more emphasis on state and local government is desirable. So, too, do they teach citizenship skills and inconsistently promote community services. Community service organizations do participate in promoting civic education. There are some very commendable efforts underway in our city. The current efforts fall short of what is needed in the opinion of the consumers of these educational experiences. Youth leaders are very receptive to additional educational opportunities and have some creative thoughts regarding what should be included in Civic Education. It makes sense for adults to consult these consumers and to invest in providing them with the tools they require to learn the skills and values necessary for effective civic participation as adults. The Committee's Findings The following summary of current programs is representative, not exhai otive. Summary of Current Curriculum and Programs A. Governance 1. Curriculum Both the State Department of Education and The Portland Public School District (PPS) are preparing new curriculum guidelines. Historically, the local districts have had great autonomy in setting their own programs. The State social studies curriculum goals are scheduled be completed, approved, and distributed in the Fall of 1990. The districts will continue to set their own programs, but will be required to meet the broad state guidelines. The state social studies curriculum includes two strands that directly relate to civic education: "Constitutional, Democratic Heritage" and "Civic Values and Responsibilities." The state draft guidelines will require districts to teach local governance. For example, one common curriculum goal is to "explain the structures and functions of the government on the U.S. at all levels." By third grade, students should know the name of the chief executive of the local, state and national government. By fifth grade, students should recognize and name government units at the local level (e.g. cities, counties, school districts), state level, and national level. By the end of the eighth grade, students should be able to describe the electoral process at all levels. High school juniors and seniors, given an issue of personal concern, should be able to identify appropriate government agencies and access strategies to use in seeking information or a solution. PPS includes "political understandings" as a part of the proposed social studies curriculum from Kindergarten through High School (K-12). At the K-2 level, the emphasis of political understandings is on democracy in the classroom, which involves young children in forming classroom rules, solving problems, and sharing leadership roles. At grades 3-5, the emphasis begins to shift from classroom process to a study of laws, leaders and authority, citizenship, government and basic nation/state concepts. Grades 6-8 introduce comparative government and international conflict and cooperation. High school graduation in the District requires completion of a course in U.S. Government. Course topics include the U.S. Constitution, federalism, the three branches of government, elections and political participation, state and local government, foreign policy, and career education. The course overview requires the teacher to integrate the theme of the roles and responsibilities of citizens in a democratic society. 2. Enhancement In addition to basic curriculum, there are a number of special programs addressing many aspects of civic education. The Oregon Law Related Education Project (OLREP) organizes a state wide mock trial competition for high school students which highlights constitutional issues. The underlying goal of Law Related Education is to help students develop a more positive attitude toward the role of law in society. OLREP also sponsors Street Law classes in the high schools. OLREP, with support from the Multnomah County Court Administrator, sponsors tours of the Multnomah County Court House in Portland. In 1988, more than 2,000 students from grades 5-12 toured the Courthouse. OLREP provides workshops for teachers and develops and disseminates legally related course materials for all grades. Such courses and materials currently include "Juvenile Responsibilities and the Law" and "Juvenile Justice," for high school and middle school, and "Living Together Under the Law" for elementary school. OLREP also provides a course called "We the People," which is training on the use of the new curriculum to teach about the constitution in the fifth and eighth grade classroom. The Close-Up Foundation sends high school students to Washington, D.C. to learn how the federal government operates. Another program sponsored by the Close-Up Foundation is the "Citizen Bee" competition. The format is similar to a spelling bee, but the students are asked questions covering American History, Government, Geography, Economics, Current Events and American Culture. Winners of the statewide competition participate in the National competition held in Washington, D.C. The League of Women Voters sponsors mock presidential elections in the high schools at the time of the national elections. The League's goal is to familiarize the students with voting in order to encourage voter participation as adults. Youth Today is a private non-profit organization which teaches social and political skills to young people in the Portland area. Youth Today evolved from the Metropolitan Youth Commission, which was funded by the City of Portland. When funding was eliminated, Youth Today was created with a board of business and community leaders. Youth Today coordinates publicat/on of Youth Today, a city wide newspaper produced by 50 culturally diverse middle school and high school students. The students write, edit, and paste up the paper, which is distributed four times a year to 30,000 students. The paper is sponsored by the Oregonian. Youth Today sponsors the annual Youth Leadership Conference in which 200 young people examine ways to reduce interracial misunderstanding and violence and recommend solutions to civic and government groups. Another project is the Youth Planning Project,
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