We the People Is a Blueprint for Civic Learning That Works

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CERL Presents Research Findings on Impact of We the People Curriculum

Torrance, Calif. – At the Center for Civic Education’s We the People: Civics that Empowers All Students (CEAS) Workshop*, CERL presented new research on the We the People (WTP) curriculum, and the results demonstrate the power of high-quality, inquiry-driven civic education. The multi-site evaluation, based on data collected from nearly 1,500 students and 60 teachers across 5 states, reveals how WTP impacts both what students know and how they show up as citizens.

Key Findings:

  • Students in WTP classes gained an average of 68% in civic knowledge, compared to 41% among peers in traditional civics classrooms.
  • The impact was particularly strong among middle and high school students, whose scores improved between 25 and 40 percentage points over the course of the curriculum.
  • Teacher outcomes showed major gains too. Those who participated in WTP professional development saw a 26% increase in their own civic knowledge.


WTP students showed measurable growth in key civic skills, including:

  • Public speaking
  • Teamwork
  • Discourse and civil disagreement
  • Confidence in expressing political opinions
  • Comfort with students who hold opposing views


And the program didn’t just change what students could do. It changed how they felt:

  • 70–85% of students said they looked forward to class.
  • Over 80% of middle schoolers said they plan to vote when eligible.
  • More than half reported gaining confidence, listening better, and learning to respect differing opinions.

This research offers a clear takeaway: When students are given the opportunity to learn through dialogue, inquiry, and reflection, they not only gain knowledge. They become active, thoughtful participants in democracy.

CEAS/We the People Objectives



*The CEAS workshop included WTP state coordinators and mentor teachers from across the country who explored best practices and innovations for teacher professional development and WTP curriculum instruction for underserved upper elementary and middle school students.