As the United States approaches its 250th anniversary in 2026, Alabama faces a significant challenge in civic education. Despite a history that includes prominent figures in America’s constitutional development, the state now lags behind many others in preparing its citizens for informed self-governance.
Fourteen states, including Arizona, Arkansas, Florida, Georgia, and Texas, now require college students to complete a civics course to graduate. This group consists largely of conservative-leaning states, making Alabama’s absence from the list particularly noteworthy. The irony is that a state that consistently advocates for limited government and constitutional principles does not mandate instruction on the very documents that underpin those ideals.
A recent report from the James G. Martin Center for Academic Renewal highlights a broader trend: American universities have increasingly marginalized civic education. Many students now fulfill history requirements with specialized courses that, while valuable, often fail to provide a systematic study of the Constitution, the Federalist Papers, or other formative documents. This leaves many graduates without a fundamental understanding of the governmental structures that protect their freedoms.
The University of Alabama’s teacher preparation program exemplifies this issue. It requires education students to study either pre- or post-Civil War American history, but not both. This fragmented approach can produce educators who understand either the nation’s founding or its later trials, but not the critical connection between the two. In contrast, 20 universities nationwide, from the University of Arkansas to the University of Wyoming, offer comprehensive civics programs that ensure future teachers have the knowledge necessary to educate the next generation.
To address this deficit, the Martin Center proposes several practical, low-cost reforms.
First, states should mandate comprehensive civic education for all prospective teachers. Education colleges must require coursework on America’s foundational documents and pivotal historical moments to ensure basic competence.
Second, universities should establish a mandatory three-credit course on American government and institutions for all students. A model like the REACH Act, which requires a study of the Constitution, the Declaration of Independence, and select Federalist Papers, would ensure every graduate has a baseline knowledge of the country’s civic framework.
Third, a college-level civics literacy assessment could be implemented as a graduation prerequisite. Similar to proficiency requirements in writing and math, such an assessment would confirm that students possess essential knowledge about the system of government that enables their success.
Fourth, freshman orientation should be revitalized with substantive education on the First Amendment. Understanding the principles of free speech, religious liberty, and freedom of the press would provide a more valuable foundation for students’ academic careers than much of the current administrative programming.
Fifth, Constitution Day on September 17 should be observed with serious academic engagement. Meaningful events focused on founding principles would foster a deeper appreciation for the nation’s history.
Finally, universities should conduct regular surveys to assess students’ civic knowledge. This data would reveal whether educational efforts are effective and could motivate institutions to improve their programs.
These recommendations demand political will rather than large budgets. They are based on the premise that civic literacy is essential for a functioning republic and that universities have a responsibility to produce informed citizens, not just credentialed professionals.
Alabama already requires high school students to pass a civics exam to graduate. Failing to extend this focus into higher education suggests that civic understanding is considered disposable after the age of 18. As the nation’s 250th anniversary nears, Alabama has an opportunity to correct this course. Whether the state’s leaders will act will demonstrate if their professed reverence for constitutional principles translates from rhetoric into meaningful education.
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