A bill for an act requiring students to pass the United States citizenship and immigration services naturalization civics test as a condition of high school graduation and high school equivalency diplomas.(Formerly HSB 30.)
The bill aims to embed civic education within the state’s high school curriculum, reflecting a commitment to ensuring that graduates have a foundational understanding of U.S. history and government. Supporters argue that this requirement is essential for fostering informed and active citizenship among students. They believe that passing a civics test will prepare students better for their roles as citizens and voters. Additionally, the bill prohibits local school districts and nonpublic schools from charging fees related to the administration of the civics test, thereby making it accessible to all students regardless of their financial background.
House File 165 (HF165) is a legislative proposal that mandates high school students in Iowa to pass the United States citizenship and immigration services naturalization civics test as a prerequisite for high school graduation and for earning high school equivalency diplomas. The requirement is set to take effect for students beginning their schooling in the 2026 school year, applying to all students in grades nine through twelve. To pass the civics test, students must correctly answer at least 60 percent of the questions, and they are allowed to retake the assessment multiple times if they do not pass initially. The implementation of this bill is aimed at enhancing students' knowledge of civic responsibilities and rights as part of their educational development.
While the bill is designed to promote civic literacy, it may face scrutiny regarding its efficacy and implementation. Critics could argue that placing additional assessment requirements on students might burden educational resources, and questions may arise about the current adequacy of civics instruction in schools to prepare students for such a test. Furthermore, there may be concerns about whether the civics test effectively measures the desired outcomes of civic knowledge and engagement among diverse student populations.