Johns Hopkins education research boosts middle school civics bee – Johns Hopkins University

Report on the National Civics Bee and its Contribution to Sustainable Development Goals

This report outlines the objectives, impact, and strategic direction of the National Civics Bee, a nationwide initiative administered by the U.S. Chamber of Commerce Foundation in partnership with the Johns Hopkins Institute for Education Policy. The program’s activities and outcomes are analyzed in the context of the United Nations Sustainable Development Goals (SDGs), with a particular focus on SDG 4 (Quality Education), SDG 16 (Peace, Justice and Strong Institutions), and SDG 17 (Partnerships for the Goals).

Advancing SDG 4: Quality Education through Civic Learning

The National Civics Bee directly supports the achievement of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The initiative makes a significant contribution to Target 4.7, which calls for learners to acquire the knowledge and skills needed to promote sustainable development, including through education for global citizenship.

Program Structure and Educational Outcomes

The competition is designed to build foundational civic knowledge and skills among middle school students. The process involves:

1. An essay competition where students identify a community problem, propose a solution, and connect it to national civic principles.
2. In-person competitions where finalists answer questions and defend their ideas before judges and a live audience.

This model fosters critical competencies aligned with SDG 4, including:

• Enhanced understanding of governmental structures and democratic processes.
• Development of problem-solving and critical-thinking skills.
• Improved public speaking and communication abilities.
• A strengthened disposition for active and engaged citizenship.

Strengthening SDG 16: Peace, Justice and Strong Institutions

The program’s core mission is to cultivate the next generation of citizens, thereby reinforcing SDG 16, which seeks to promote peaceful and inclusive societies, provide access to justice for all, and build effective, accountable, and inclusive institutions at all levels.

Measurable Impact on Civic Engagement

Research conducted by the Johns Hopkins Institute for Education Policy provides quantitative evidence of the program’s success in fostering the dispositions necessary for strong democratic institutions, as outlined in SDG Target 16.7 (Ensure responsive, inclusive, participatory and representative decision-making).

• In 2024, participation grew to over 8,000 students, with the 2025 cycle reaching 12,000.
• 90% of state finalists reported an increased understanding of the U.S. government.
• 84% of state finalists reported that the bee strengthened their desire to be active citizens.

These outcomes indicate that the program is effective in building the civic “muscles”—political knowledge, skills, civil tolerance, and engagement—that are foundational for robust and resilient democratic institutions.

Fostering SDG 17: Partnerships for the Goals

The National Civics Bee serves as an exemplary model of a multi-sectoral partnership, aligning with SDG 17, which emphasizes the need for collaboration to achieve sustainable development.

A Strategic Research-Implementation Partnership

The collaboration between the U.S. Chamber of Commerce Foundation (a civil society organization) and the Johns Hopkins Institute for Education Policy (an academic institution) embodies the principles of SDG Target 17.17. The institute’s role is to provide rigorous, evidence-based analysis to measure and enhance the program’s impact.

Future Directions and Expanded Research

The partnership has been renewed through December 2027, with a commitment to expanding its research scope and impact. Future objectives include:

• Analyzing the program’s relationship with homeschooling families and charter school students to ensure inclusive reach.
• Investigating the correlation between participation in the bee and students’ academic outcomes.
• Utilizing research insights to continuously expand the program’s effectiveness and deepen its contribution to strengthening democracy.

This ongoing partnership ensures that the initiative remains a data-driven, high-impact program dedicated to fostering civic pride and building a more informed and engaged citizenry for a sustainable future.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

   • SDG 4: Quality Education

     The article focuses on the National Civics Bee, an educational initiative for middle school students. It directly addresses the goal of providing quality education by enhancing students’ knowledge and skills outside the traditional classroom setting. The partnership with the Johns Hopkins Institute for Education Policy to research the bee’s impact on “civic knowledge, skills, and dispositions” firmly places the program within the educational domain.

   • SDG 16: Peace, Justice and Strong Institutions

     This goal is central to the article’s theme. The Civics Bee promotes understanding of democracy, the Constitution, and civic virtues, which are fundamental to building strong, effective, and inclusive institutions. By fostering a “desire to be active citizens” and increasing “understanding of the U.S. government,” the initiative contributes to the development of an informed and engaged citizenry, which is essential for strengthening democracy and ensuring justice.

   • SDG 11: Sustainable Cities and Communities

     The article connects to this SDG through the bee’s requirement for students to engage with their local environment. Participants must write an essay “identifying a problem in their community, proposing a solution.” This process encourages young citizens to think critically about their local communities and take an active role in proposing ideas for improvement, which aligns with the goal of making communities more inclusive and participatory.

2. What specific targets under those SDGs can be identified based on the article’s content?

   • Target 4.7 (under SDG 4): “By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for… global citizenship and appreciation of cultural diversity…”

     The National Civics Bee directly works towards this target by providing education focused on citizenship. The article states the program helps students “gain the knowledge, skills, and dispositions they need for effective citizenship” and that participants report an “increased understanding of the U.S. government.” This is a clear example of education for global and national citizenship.

   • Target 16.7 (under SDG 16): “Ensure responsive, inclusive, participatory and representative decision-making at all levels.”

     The article highlights that the bee gives students their “first time they have shared their voice in public and experienced what it means to take part in civic life.” By encouraging students to “defend ideas to improve their communities” and strengthening their “desire to be active citizens,” the program fosters the skills and motivation necessary for future participation in civic and political life, which is the foundation of participatory decision-making.

   • Target 11.a (under SDG 11): “Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning.”

     While the bee operates at a micro-level, it contributes to the spirit of this target. The requirement for students to identify local problems and propose solutions is a form of grassroots community development planning. The article notes that parents describe “stronger connections to community” as a result of the bee, indicating that the program helps build the social links necessary for sustainable community development.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

   • Indicators for Target 4.7:

     The article provides several direct and implied indicators to measure the acquisition of knowledge and skills for citizenship.

     • Quantitative Survey Data: “90% of state finalists reported increased understanding of the U.S. government” and “84 percent said the bee strengthened their desire to be active citizens.”
     • Participation Numbers: The growth in student participation from “8,000 middle school students” in 2024 to “12,000” in 2025 indicates the expanding reach of the educational program.
     • Research Framework Indicators: The Johns Hopkins Institute for Education Policy explicitly measures “four key indicators of civic formation: political knowledge, political skills, civil tolerance, and the habit of civic engagement.”
   • Indicators for Target 16.7:

     Progress towards fostering participatory attitudes can be measured by:

     • Increased Desire for Engagement: The statistic that “84 percent said the bee strengthened their desire to be active citizens” is a direct indicator of a growing disposition towards participation.
     • Qualitative Experience: The description of the bee as the “first time they have shared their voice in public” serves as a qualitative indicator of providing new opportunities for civic participation.
   • Indicators for Target 11.a:

     The article implies indicators related to community engagement and planning:

     • Number of Community Proposals: The number of essays written by participants (over 12,000 in the 2025 cycle) represents thousands of community problems identified and solutions proposed, acting as an indicator of engagement in local issues.
     • Qualitative Community Impact: Anecdotal evidence from parents who report “stronger connections to community” and their children learning that “his ideas matter” indicates a positive social impact and a strengthened link between individuals and their communities.

Summary of SDGs, Targets, and Indicators

Source: hub.jhu.edu