Effective civic education: An educational effectiveness model for explaining students' civic knowledge

Maria Magdalena Isac*, Ralf Maslowski, Greetje van der Werf

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

33 Citations (Scopus)


In this study, a comprehensive educational effectiveness model is tested in relation to student's civic knowledge. Multilevel analysis was applied on the dataset of the IEA Civic Education Study (CIVED; Torney-Purta, Lehmann, Oswald, & Schulz, 2001), which was conducted among junior secondary-school students (age 14), their schools, and their teachers. In total, 28 countries, 4,136 classrooms, and 93,565 students were included in the analysis. The results indicated that the influences on students' civic knowledge are multilevel. Students' civic knowledge and skills were partially explained by individual characteristics, by factors related to quality and opportunities for civic learning offered by classrooms and class composition, and by factors at the national context level. We conclude that most effectiveness factors are relevant for the field of civic and citizenship education and that schooling and educational policy matter for students' success in this field.

Original languageEnglish
Pages (from-to)313-333
Number of pages21
JournalSchool Effectiveness and School Improvement
Issue number13
Publication statusPublished - Sep-2011


  • civic knowledge
  • citizenship education
  • educational effectiveness model
  • international comparative study
  • secondary analysis

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