The expectation that schools resuscitate civic virtues and create a vibrant civic and public sphere competes with a more powerful contemporary demand on schools, namely, that they generate equal opportunity and mobility, especially for poor and minority youth. This equal opportunity is framed solely in the context of grades on standardized tests. The effort to improve the educational achievement of youth from underserved communities is undertaken through strict behavior management practices, particularly in charter networks that are seen as more successful. These, I suggest, pose the risk of undermining the opportunity students have to develop and practice civic virtues. I raise the possibility that schools teach different kinds of civic virtue to different kinds of children.
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