Abstract
The early inclusion of a civic responsibility-based curriculum is critical as African American students’ values and attitudes are forming about educational, civic, and behavioral competencies. Educators must grapple with shifting social value toward high school matriculation by incorporating a civic-based pedagogy to reduce education apathy. The undervalued civic education component in the 2001 reauthorized Elementary and Secondary Act, also known as No Child Left Behind (NCLB) Act remains necessary for whole child education toward the knowledge and understanding of basic civic competencies. This thesis examines civic education as a means to lowering the African American student dropout rate while presenting it as a civic responsibility and right. The review of literature includes literary works, published research that investigate the American perspective on civil rights, civil rights in education, civic education, and a conceptual framework linking civic education to the dropout crisis.