New Hampshire House Bill HB319

New Hampshire 2022 Regular Session

• Introduced: 1/9/21
• Refer: 1/9/21
• Report Pass: 3/24/21
• Report DNP: 3/24/21
• Engrossed: 4/13/21
• Refer: 4/13/21
• Refer: 5/5/21
• Refer: 5/13/21
• Report DNP: 12/16/21
• Report DNP: 1/26/22
• Enrolled: 2/15/22
• Vetoed: 3/8/22

Caption

Requiring students in the university and community college systems of New Hampshire to pass the United States Citizenship and Immigration Services civics naturalization test.

Impact

If enacted, HB 319 would establish a new graduation requirement within the New Hampshire education system, altering existing graduation criteria by adding a standardized civics test. This change aims to enhance students' understanding of U.S. civic principles and responsibilities, aligning educational outcomes with national citizenship goals. It reflects a broader trend in some states to emphasize civics education and promote engaged citizenship among young adults, thereby reinforcing the notion that knowledge of government and history is essential for active participation in democracy.

Summary

House Bill 319 mandates that students enrolled in the university and community college systems of New Hampshire must pass the United States Citizenship and Immigration Services civics naturalization test in order to graduate. This requirement applies to students who are admitted or transfer to these institutions on or after January 1, 2023. They must achieve a minimum score of 70 on the 128-question civics test, which assesses knowledge of U.S. history, government, and civics. Notably, this provision extends to all students except for exchange students and foreign nationals, who are exempt from this requirement.

Contention

The introduction of a mandatory civics test for graduation has raised several points of contention among educational stakeholders. Proponents argue that it will ensure that all graduates possess a fundamental understanding of U.S. civics, thereby creating more informed citizens. Critics, on the other hand, express concerns that such a requirement may disproportionately affect students from diverse backgrounds who might not have the same level of access to civics education or preparation resources. Additionally, there are worries about the potential stress it places on students, especially in light of other existing graduation requirements. The debate continues regarding the necessity and implications of this legislative change for educational equity and student success.