Does Project-Based Civic Education Improve Student Engagement and Behavior?
- Greg Thorson
- Apr 3
- 5 min read
This study examines whether schools can foster civic virtues through student-led, democratically chosen projects. Using a randomized controlled trial (RCT) in 200 middle schools across France, Greece, and Spain, researchers analyzed survey responses, administrative data on student behavior, and academic performance. The intervention significantly reduced unjustified absences and disciplinary sanctions (27% of a standard deviation) and improved academic achievement (13% of a standard deviation). It also increased students’ social engagement, political participation, and diversity of friendships. Effects were strongest when implemented by highly involved teachers. Findings suggest active-learning civic education can enhance democratic values, tolerance, and community responsibility.
Full Citation and Link to Article
Briole, Simon, Marc Gurgand, Éric Maurin, Sandra McNally, Jenifer Ruiz-Valenzuela, and Daniel Santín. "The Making of Civic Virtues: A School-Based Experiment in Three Countries". AMERICAN ECONOMIC JOURNAL: ECONOMIC POLICY (FORTHCOMING)
Extended Summary
Central Research Question
The primary research question explored in this study is whether schools can effectively foster civic virtues in students through student-led, democratically chosen projects. The researchers investigate whether engaging students in hands-on citizenship projects can improve their civic engagement, political participation, social interactions, and overall school behavior. The study also examines the extent to which these interventions affect absenteeism, disciplinary sanctions, and academic achievement. Additionally, the research aims to identify which factors, such as teacher involvement, moderate the effectiveness of civic education programs in middle schools.
Previous Literature
Civic education has long been considered a cornerstone of democratic societies. Previous studies have examined the relationship between education and civic engagement, with some research suggesting that schooling positively influences political participation, tolerance, and adherence to democratic values. However, the effectiveness of traditional civic education programs remains a topic of debate.
Earlier research has primarily focused on either the transmission of civic knowledge or the development of civic skills. Some studies suggest that simply teaching civic principles in a classroom setting has limited impact on students’ actual behavior and attitudes. Others highlight the importance of experiential learning, where students participate in real-world activities that reinforce democratic principles.
Programs such as Democracy Prep and Student Voice have provided some evidence that civic education initiatives emphasizing student participation can positively influence civic outcomes. Similarly, prior research has explored the role of teachers in shaping students’ non-cognitive skills, suggesting that educators play a crucial role in fostering civic attitudes. This study builds on these insights by testing whether project-based civic education improves student engagement and behavior across different national contexts.
Data
The study is based on a large-scale randomized controlled trial (RCT) conducted in 200 middle schools across three countries: France, Greece, and Spain. The sample includes 6,200 students in grades 8 and 9, along with 320 teachers. Schools were randomly assigned to either a treatment or control group.
Data sources for the study include:
Administrative Records: These provide objective measures of student behavior, including unjustified absences, late arrivals, disciplinary sanctions, and academic performance. The most severe disciplinary sanctions, such as exclusions, serve as indicators of students' ability to follow school rules.
Student Surveys: Conducted before and after the intervention, these surveys measure civic attitudes, political self-efficacy, social engagement, and participation in democratic activities such as protests. Surveys also capture changes in students’ friendship networks to assess whether the intervention influenced their social interactions.
Teacher Surveys: These surveys collect information on teachers’ background, civic engagement, and teaching methods. They also measure whether teachers adopted student-centered learning approaches in response to the intervention.
By combining objective administrative data with survey responses, the study provides a comprehensive analysis of how civic education influences student behavior and engagement.
Methods
The researchers employed an RCT design, randomly assigning schools to treatment and control groups to ensure causal inference. Within each country, schools were stratified based on characteristics such as location, school size, and student demographics.
The intervention, known as the Active Citizenship Program (ACT), involved three key components:
Teacher Training: Teachers in the treatment group attended a two-day workshop focused on student-centered pedagogy. The training emphasized methods for facilitating student discussions, democratic decision-making, and group collaboration.
Student-Led Projects: Students in the treatment group worked in small groups to design and implement civic-oriented projects. These projects addressed themes such as discrimination, social inclusion, and cultural diversity. Students democratically selected a project and executed it over the school year with teacher guidance.
Implementation and Assessment: The study measured the impact of the intervention through pre- and post-program surveys and administrative records. Researchers analyzed changes in student behavior, academic performance, and social engagement, using statistical techniques to control for baseline characteristics.
A key element of the analysis was testing for treatment effect heterogeneity—determining whether certain groups of students or teachers benefited more from the intervention. Researchers used machine learning techniques, such as generalized random forests, to identify patterns of variation in treatment effects.
Findings and Size Effects
The intervention led to several significant improvements in student behavior, academic performance, and civic engagement:
Reduced Absenteeism and Disciplinary Sanctions: Students in the treatment group had fewer unjustified absences and disciplinary sanctions compared to those in the control group. The school behavior index improved by 27% of a standard deviation (SD), with the most severe disciplinary sanctions decreasing substantially.
Improved Academic Achievement: Students in the treatment group showed an increase of 13% of a SD in overall grades. Importantly, these gains extended beyond civics-related subjects, indicating broader academic benefits. The strongest effects were observed in subjects requiring teamwork and communication, such as French language and the arts.
Enhanced Social Interactions: The program increased students’ friendships with peers of different genders, social backgrounds, and geographic origins. The number of socially different friends increased by 11%, suggesting that the intervention helped students diversify their social networks.
Greater Civic Engagement: The intervention increased students’ participation in social and political activities, as reflected in an 8.4% of a SD increase in the Democratic Participation index. Students were more likely to engage in discussions on political issues and participate in movements such as the Global Climate Strike.
Role of Teacher Involvement: The study found that the effectiveness of the intervention varied significantly based on teacher characteristics. The program was most successful when implemented by teachers who were highly involved in school activities, as measured by their participation in school councils. When taught by these teachers, students exhibited stronger improvements in civic attitudes, democratic participation, and school behavior.
The results indicate that active-learning civic education not only improves students’ academic and social outcomes but also enhances their political awareness and willingness to participate in democratic processes.
Conclusion
This study provides robust evidence that schools can play a vital role in fostering civic virtues by engaging students in student-led, project-based civic education. The intervention led to meaningful improvements in student behavior, academic performance, and political participation. It also promoted greater social inclusion by encouraging students to form diverse friendships and engage in cooperative activities.
One of the key takeaways is the importance of teacher involvement in the success of civic education programs. Teachers who were more engaged in their schools were better able to implement the program effectively, leading to stronger student outcomes. This suggests that future efforts to enhance civic education should consider not only curriculum design but also teacher training and engagement.
Moreover, the study highlights the broader implications of civic education for democratic societies. At a time when political disengagement and intolerance are growing concerns, equipping students with the skills and motivation to participate in democratic life is more crucial than ever. These findings suggest that experiential, project-based civic education can be an effective strategy for building a more engaged and tolerant citizenry.
Future research could explore how these effects persist over time and whether similar interventions in different educational settings yield comparable results. Additionally, examining the long-term impact on students’ civic engagement and political participation beyond middle school could provide further insights into the lasting benefits of civic education.
By demonstrating that active-learning civic education can lead to measurable improvements in student outcomes, this study contributes to the ongoing debate on how best to prepare young people for their roles as active and responsible citizens.
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