Learning Civics in the Community

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Abstract
To test the effects of an out-of-classroom experiential learning program on adolescents' knowledge and attitudes about local government, high school students serving as interns to local government officials were compared to students selected to participate in the same program at a later time. Regression analyses controlling for pretest scores yielded statistically significant differences in favor of the interns for knowledge and political efficacy but not attitudes toward local government. Comparisons among four intern programs and with conventional civics classes confirmed the attribution of gains to participation in the programs and indicated the importance of seminars and of a close relationship between interns and their sponsors. Although these results cannot be generalized to nonvoluntary programs or to other subjects, they are strong enough to recommend further testing of experiential approaches, contrary to current emphasis on conventional classroom instruction.

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