Quick Hit:

A recent op-ed by Michael B. Poliakoff and Bradley Jackson highlights a concerning trend: American college students lack basic knowledge of their nation's history, a failure attributed to the current education system.

Key Details:

• 60% of college students could not identify U.S. Congress term lengths.
• 63% failed to recognize the chief justice of the Supreme Court.
• 68% did not know impeachment trials occur before the Senate.

Diving Deeper:

In their op-ed for RealClear Education, Michael B. Poliakoff and Bradley Jackson emphasize the perilous ignorance of American college students regarding their own nation's history, a situation they attribute to the failures of the education system. Poliakoff and Jackson reference Benjamin Franklin's famous remark, “A republic, madam, if you can keep it,” to underscore the critical importance of historical knowledge in preserving democracy.

The op-ed draws attention to the United States approaching its 250th anniversary in 2026, a time that should prompt reflection on the state of the nation. While celebrating America's achievements, the authors stress the need to address the apparent deficiencies in historical and civic education among young Americans. They cite a fresh survey by the American Council of Trustees and Alumni (ACTA), which reveals alarming statistics about college students' lack of basic historical and political knowledge.

According to the survey, 60% of students could not correctly identify the term lengths for U.S. Congress members, 63% were unable to name the chief justice of the Supreme Court, and 68% did not know that impeachment trials are held before the Senate. These gaps in knowledge are significant, especially given that students only needed to recognize, not recall, these facts from multiple-choice options.

The op-ed further highlights a troubling misconception: a majority of students believe the Constitution was written in 1776 rather than 1787. This misbelief not only indicates a misunderstanding of the Constitution's origins but also suggests that students are not grasping the fundamental events of 1776. This lack of understanding undermines the substance of Independence Day celebrations, reducing them to mere barbecues and fireworks without a true appreciation of what the holiday commemorates.

Poliakoff and Jackson argue that this ignorance is not the fault of the students but of an education system that fails to require essential courses in U.S. government and history. Data from ACTA's curricular study, WhatWillTheyLearn.com, shows that fewer than 20% of American colleges and universities mandate such courses for graduation. The authors call for a nationwide requirement for students to take U.S. government and history courses to earn their degrees, noting that some states, like South Carolina and Texas, have already implemented such mandates.

Quoting historical figures, the authors reinforce their point. They cite Abraham Lincoln's analogy of the Constitution as a silver frame surrounding the golden apple of the Declaration of Independence, and his Gettysburg Address assertion that America is a government “of the people, by the people, for the people.” However, only 23% of students could identify Lincoln as the source of the Gettysburg Address, raising concerns about their understanding of its meaning.

Poliakoff and Jackson conclude by echoing George Washington's Farewell Address, emphasizing that an enlightened public opinion is crucial for the functioning of a democratic republic. They urge immediate changes in the education system to ensure that students are taught the basics of their nation's history, for the sake of both the students and the nation's future.