Stats and Facts

The following are some interesting stats and facts that speak to the importance of the work are doing. It is imperative that we educate today’s youth on their citizenship so that they will be inspired and empowered to be active citizens and leaders of our country.

Immigrant-owned businesses generate approximately 11.6 percent of all business income in the United States.

Immigrants own 11.2 percent of businesses with $100,000 or more in sales and 10.8 percent of all businesses with employees.

Immigrants are 30 percent more likely to start a business than non-immigrants


These figures are from a 2008 report by the U.S. Small Business Administration titled “Estimating the Contribution of Immigrant Business Owners to the U.S. Economy.” It illustrates that even recently, the American Dream hasn’t been just empty words. It’s a real and laudable goal. The United States is still considered a place where you can take an idea and turn it into something successful.

In 2010,The Center for Information and Research on Civic Learning and Engagement published The Civic Skills and Federal Policy Fact Sheet and found the following:

Civic engagement activities raised the odds of graduation and improved high school students’ progress in reading, math, science and history.

Students who participated in service-learning activities in high school were 22 percentage points more likely to graduate from college than those who did not participate.

Students who participated in service-learning scored 6.7 percent higher in reading achievement and 5.9 percent higher in science achievement than those who did not participate in service-learning.

Students who have experienced interactive civic education show better ability to clearly express opinions, better collaborative group skills, and better ability to work in culturally diverse teams

Some more facts:

In each main educational subject, community service conducted for classes related to higher average gains among male teenagers than females. Source: An Assessment of Civic Engagement and Educational Attainment

In 2006, 13.3 percent of all 18-25 year olds were foreign-born.  Source: Immigrant Youth Demographics

Youth voter turnout was highest in 2008 in Washington DC (76%), Minnesota (68%), Iowa (63%), New Hampshire (62%) and Oregon (59%). Source: The Youth Vote in 2008

Over the past thirty years, the gap between male and female turnout in presidential elections has widened considerably. Young women, now, have become more likely to vote than young men. Source: The Youth Vote in 2008

60 percent of eligible young people were registered to vote in 2004. Source: The Youth Vote in 2008

In 2004, much of the surge in youth voting was driven by an increase in voting among African-American youth. Source: Electoral Engagement Among Minority Youth

In the 2008 presidential election, young African Americans posted the highest turnout rate ever observed for any racial or ethnic group of young Americans since 1972. Source: Voter Registration Among Young People

Young people in rural areas voted at slightly higher rates than their counterparts in urban and suburban areas in the 2006 elections. Source: Young Urban Voters in the Midterm Election Year 2006

A few states have made it mandatory for students to engage in volunteering. As of 2008, Maryland and the District of Columbia are the only areas/states that include service-learning as part of high school graduation requirements. Source: Youth Volunteering in the States: 2002-2007

Compared to Heavy and Moderate TV viewers, Light TV viewers were more likely to be involved in solving community problems (23.9 percent), raise money for a charity (30.9 percent) and be an active member of a group (21.3 percent). Source: Television Consumption and Civic Engagement Among 15 to 25 Year Olds

Seventy-four percent of all persons naturalizing in 2009 lived in only 10 states. California held the largest percentage of naturalized citizens (24 percent), followed by New York (12 percent) and Florida (11 percent). Source: Office of Immigration Statistics, Annual Flow Report: Naturalizations in the United States 2009

Until the 1970s, the majority of persons naturalizing were born in European countries. Since 1976, however, Asia has been the leading region of origin of new citizens in most years. Source: Office of Immigration Statistics, Annual Flow Report: Naturalizations in the United States 2009

Persons naturalizing in 2009 spent a median of seven years in legal permanent resident status before becoming citizens. Immigrants born in Africa, Asia, and South America spent the least amount of time as a legal immigrant (6 years), followed by immigrants from Europe (7 years), Oceania (8 years), and North America (11 years). Source: Office of Immigration Statistics, Annual Flow Report: Naturalizations in the United States 2009

In the 2008 election, youth without college experience made up about one half of the young adult population. Of those young adults, 36% of youth without college experience turned out to vote, compared to the 62% with college experience. Source: CIRCLE analysis of Census CPS, November Supplement 2008

15-26-year-olds who have taken civics classes are 23 percentage points more likely to believe they are responsible for making things better for society and 14 percentage points more likely to vote than their peers who have not taken civics. Source: National Conference of State Legislatures 2003 survey

Discussion of international issues, hotly contested issues, and basic civic education concepts (such as the electoral college or citizens’ rights) were found to have positive effects on students’ civic knowledge, concerns about their economic future, and concerns about the unjust treatment of others. Source: Syvertsen, Flanagan, and Stout 2007

As of 2006, 53% of young Americans were unaware that only citizens can vote in federal elections; only 30% could correctly name at least one member of the President’s Cabinet; and only 34% knew that the United States has a permanent seat on the United Nations Security Council. Source: The 2006 Civic and Political Health of the Nation

In 2006, 41% of students reported that “the Constitution or the U.S. system of government and how it works” was the number one mentioned theme in civics courses. The other themes, in descending order were “wars and military battles” (32%), “great American heroes and the virtues of the American form of government” (26%), and tied for fourth place were “problems facing the country today” and “racism and other forms of injustice in the American system” (11%). Source: U.S. Civics Instruction: Content and Teaching Strategies and Themes Emphasized in Social Studies and Civics Classes

Young people who report that they recently chose to take a civics or government class are more likely than other young people to say that they: helped solve a community problem, can make a difference in their community, have volunteered recently, trust other people and the government, have made consumer decisions for ethical or political reasons, believe in the importance of voting, and are registered to vote. Source: U.S. Civics Instruction: Content and Teaching Strategies and Themes Emphasized in Social Studies and Civics Classes

According to Zogby, the majority of Americans—three in four—can correctly identify Larry, Curly, and Moe as the Three Stooges. Only two out of five respondents, however, can correctly identify the executive, legislative, and judicial branches as the three wings of government.

In a 2006 poll, more than three quarters of Americans could name at least two of the seven dwarfs, while not quite a quarter could name two members of the Supreme Court. NEWSWEEK’s response is a split decision, if you will: on the one hand, Disney is as much a symbol of America as the high court, and those dwarfs are adorable. On the other hand, it should be easy to name only two out of a pool of nine options.