Article summary
This study asks whether high school civic education influences voter turnout in adulthood by merging detailed academic transcript information on social studies and civics coursework with a large-scale, longitudinal survey of a nationally representative cohort of adolescents. The authors present a sequence of regression models: initial specifications show apparent associations between civics coursework and later turnout, but the associations shrink after adding individual and family controls and disappear in family fixed-effects models that compare siblings. The analysis concludes that any causal effect of high school civic instruction on adult voting is at best very small, and the study finds no evidence that courses emphasizing service learning, civic skills, or political issues increase turnout.