Public schools in the United States face relentless pressure to promote individual and national economic security by preparing young people for college and careers. Less widely discussed, but essential for achieving economic mobility goals, is schools’ responsibility to cultivate informed, responsible citizenship. Every state constitution affirms this civic purpose of public education. Yet data from assessments of civics and related competencies such as media literacy indicate that large majorities of students need more support for civic learning. Together with survey results showing rising skepticism about democracy among young people, these data underscore the need for a renewed civic emphasis in schools, one that equips students with the skills and understanding they need to participate confidently as democratic actors.

If schools are viewed exclusively as engines for economic success, efforts to expand civic learning will almost certainly falter and, in turn, undercut economic mobility. Fortunately, civic learning and workforce preparation are not competing priorities; they are mutually reinforcing. By fostering civic competencies, schools can help ensure that young people are ready to engage effectively in both the workplace and civic life, advancing not only their own upward mobility but the vitality of our democracy.

Civic Competencies Drive Economic Mobility via Two Mechanisms

The word “civics” is often used to refer to the content of a social studies course on government and related topics. But preparation for effective, engaged citizenship requires a broader set of competencies. The Civic Education Research Group defines civic learning as “a process through which young people develop the knowledge, skills, and commitments to interact effectively with others, improve their communities and the broader society, and participate in democracy.”

These competencies include understanding perspectives different from one’s own, evaluating media sources, communicating across lines of difference, and exercising agency in pursuit of civic goals. When schools cultivate these capacities through instruction and activities aligned with this broader conception of civic learning, they contribute to economic mobility in two ways: by building competencies directly relevant to workplace success and by empowering individuals to navigate social and economic systems with agency and confidence.

Civic Competencies as Employability Competencies

Surveys of employers and analyses of job postings consistently show that collaboration, communication, and critical thinking rank among the most valued workplace skills, which are precisely the kinds of competencies high-quality civic education develops. The widely used Collaborative for Academic, Social, and Emotional Learning framework identifies related competencies such as understanding organizational systems, analyzing information and evidence, and making reasoned judgments, all of which are as useful in the workplace as they are in civic life.

The instructional practices that civic education researchers recommend, such as participation in school governance, deliberation about community issues, and engagement in service learning, are also powerful strategies for cultivating complex cognitive, social, and emotional competencies. When students evaluate competing truth claims and identify credible evidence, they strengthen both civic literacy and analytical reasoning. When they deliberate to understand diverse perspectives and build consensus, they practice the collaborative problem solving that defines modern work. When they plan and carry out community-based projects, they exercise initiative, accountability, and persistence. Democratic participation and professional success require many of the same core capacities: communicating effectively, working across differences, thinking systemically, and solving complex problems together.

From Civic Learning to Economic Agency

Upward mobility involves far more than landing a job. The Urban Institute’s Upward Mobility Framework identifies three dimensions: dignity and belonging, economic success, and power and autonomy. Each of these can be developed through civic learning opportunities. Civic learning helps students understand how to influence systems that shape their lives, identify and overcome barriers to opportunity, and engage with others in ways that build belonging and collective efficacy.

A review of research on civic education demonstrates that civic learning experiences in classrooms, schools, and communities are associated with the development of civic competencies and with long-term civic participation. Although causal evidence linking civic learning directly to labor market outcomes remains limited, the pathways are clear: students who understand their rights, responsibilities, and capacities as civic actors are better equipped to advocate for themselves, collaborate with others, and navigate complex systems that affect both social and economic well-being. These skills are particularly crucial as young people navigate the opportunities and risks associated with the rapid expansion of artificial intelligence in workplaces and communities. 

Toward a Broader View of Readiness

Implementing this broad vision of civic learning will not be easy, and it must reinforce, rather than compete with, other educational priorities. Several policy actions can help:

1. Redefine readiness. Most states define “college and career readiness” without reference to citizenship. The National Governors Association’s Let’s Get Ready! initiative offers a promising model for expanding the concept to include civic and military readiness.
2. Incorporate civic measures into assessment systems. Large-scale assessment systems play multiple roles, including signaling priorities, supporting monitoring, and fostering public engagement. Policymakers can incorporate low-stakes measures of civic learning and opportunity without overhauling current systems
3. Support educators to integrate civics across subjects. Education leaders could provide professional learning and high-quality instructional materials to help teachers of all subjects integrate civic content and practices into instruction. For example, incorporating civics concepts such as the Electoral College or approaches to monitoring employment into math lessons, collaborating to apply science knowledge to community challenges, or using civics-related source content to enhance literacy skills can all deepen disciplinary understanding and civic competence. This integration can mitigate concerns about civics instruction detracting from other priorities.
4. Connect civic learning to workforce and economic development initiatives. Chambers of commerce and other agencies that support workforce development can highlight how civic competencies support employability and leadership. Integrating civic learning language into career pathway frameworks or work-based learning programs can help break down the false dichotomy between civic and economic goals. Organizations that advocate for schools to promote durable or cross-cutting skills could contribute by highlighting how civic learning opportunities can contribute to the development of those skills.

Ensuring that high school graduates are prepared to tackle complex problems in their workplaces and communities requires redefining readiness to include civic readiness—the ability to participate, collaborate, and lead in a diverse democracy. Civic learning supports the development of skills and mindsets that are widely recognized as crucial for success in the workplace, and K–12 schools are especially well suited to cultivating those competencies. By doing so, schools can provide a foundation for both upward mobility and a thriving democracy.