Considering the New Citizenship Exam

Bill Bliss
By Bill Bliss

Considering the New Citizenship Exam

Statue of Liberty

U.S. Citizenship and Immigration Services (USCIS) recently announced a significant revision of the civics test that immigrants take in order to become naturalized citizens. The revised version will be required for all applicants with a filing receipt date of December 1, 2020, and after. The reading, writing, and speaking portions of the test remain the same, but the civics test of U.S. history and government knowledge is substantially changed, lengthier, and arguably more difficult.

New test item content:  A little more difficult

The content of the new civics exam is a combination of current questions (some exactly the same; some modified) and new questions related to U.S. history and government. (The current geography questions have been eliminated.) The new questions and the approved answers are somewhat more challenging than in the current test, but they seem fairly reasonable. An anonymous panel of educators advised on the creation of the items, and this participation probably helped provide a reality-check on the appropriateness of topics and language.

There are some content improvements that citizenship educators will probably welcome. New questions ask about the parts of the executive and judicial branches and the powers of the U.S. Congress and the President. The Supreme Court gets new questions about the number of justices needed to decide a case, the length of time justices serve, and the reason for lifetime appointments. (A lot of questions about the court, but certainly timely.) Woodrow Wilson has departed the test and some key historical figures have joined, including questions about Thomas Jefferson, James Madison, and Alexander Hamilton. And a question about Susan B. Anthony is now expanded to invite students to learn about additional leaders of the women’s rights movement in the 1800s, including Sojourner Truth, Harriet Tubman, and others.

A few old questions have become a little more challenging. Instead of naming one promise contained in the Oath of Allegiance, applicants need to name two. Instead of naming two rights of everyone living in the U.S., applicants need to name three. And instead of naming three of the original 13 states, they need to name five.

Some test items seem more difficult than they actually are due to all the alternative acceptable answers. These alternatives might offer great enrichment for students at an advanced level, but most students will want to stick with the more straightforward answers. For example, a new question about documents that influenced the U.S. Constitution can be answered with the Virginia Declaration of Rights or the Iroquois Great Law of Peace. No worries, though, since the easy answer is the Declaration of Independence. And new questions about events of the Revolutionary War and Civil War include options to answer with the names of key battles, from Yorktown and Saratoga to Vicksburg and Antietam. Most students will probably want to opt for easier answers, such as the Declaration of Independence or the Emancipation Proclamation (unless they aspire to be Jeopardy contestants some day).

At least one content change should be controversial: The required answer to an existing question about who U.S. senators represent has been changed from “all people of the state” to “citizens in their state”. This isn’t correct. Given the current administration’s effort to not count all residents in this year’s census regardless of their legal status, it is reasonable to ask if this “error” is motivated by politics.

To help citizenship educators understand the civics test changes, I’ll share here the two comparison documents I always create when preparing a new edition of my citizenship course:

You can download the 2008 questions (with a comparison to the new 2020 questions) here.

You can download the new 2020 questions (with a comparison to the 2008 questions) here.

New test length and duration:  The greater challenge

The current 2008 version of the civics test requires applicants to answer up to 10 questions from a list of 100 potential questions and answers, and they need to correctly answer six of them. In the new 2020 version, 20 questions will be asked from a list of 128 possible questions and answers, and applicants need to correctly answer 12. (For applicants who qualify by age and length of permanent resident status for the “65/20” special consideration, ten questions will be asked from a list of 20, and six correct answers will be required.)

In actuality, while the new civics test is more than double in length, it could triple in duration for many applicants. In the current version, as soon as the applicant answers six of the possible ten questions correctly, the test is ended. However, in the new version, applicants will need to answer all 20 questions regardless of whether they have already answered 12 correctly. This will potentially triple the amount of time that USCIS officers need to administer the civics portion of the exam to some applicants – resulting in the possibility of longer and fewer interviews per day for USCIS officers, further exacerbating the agency’s backlog in processing citizenship applications.

Since the civics knowledge requirements will increase as applicants prepare to answer a larger set of potential questions, the goal of refreshing the test and improving its meaningfulness will have been achieved. Doubling the civics test’s length and potentially tripling its duration places an unnecessary burden on the applicant, the officer, and the naturalization process.

Some concerns and an opportunity for policy input

The current 2008 exam was developed with a significant amount of pilot testing, stakeholder input, item revision, and field-testing. A guiding principle was to assure that the test was standardized, fair, and appropriate, without being more difficult or decreasing the pass rate. There was also a good amount of transparency in that development process. For the 2020 changes, comparatively less information has been made public. Perhaps most important, it is unclear to what extent adequate field-testing has occurred in actual USCIS settings to assure that the new civics test is fair, reliable, and not increasing the incidence of failure. Presumably, the shutdown of agency offices earlier this year due to the pandemic and the ensuing backlog had some impact on the piloting. More technical information from USCIS about the field-testing would be helpful.

Although the new civics test is scheduled to be in effect for all new applicants as of December 1, the comment period for submission of feedback to USCIS about the policy change has been extended to December 14. So there is time for stakeholders to offer comments, suggestions, and questions. This will be valuable input, whether immediately for the current administration, or eventually when the new administration takes office.

Read the USCIS Policy Alert about the new civics test.

Read the USCIS news release about the test.

Access information about how to submit feedback to USCIS regarding the policy change. (deadline is December 14, 2020)

For any comments or questions, you can reach me at: bill.bliss@languageandcommunication.org

Voices of Freedom resources:

Voices of Freedom cover

A new training video includes a segment on remote instruction strategies using Zoom and Google Meet (segment begins at 25:48).

A digital flipbook version of the course with complete audio can be ordered here.

New Citizens, New Voters

Bill Bliss
By Bill Bliss

Did you know that . . .

10 percent of the total U.S. electorate consists of naturalized citizens?

Before COVID-19, up to 860,000 new Americans had been expected to take their oath of citizenship and be eligible to vote this year?

Up to half that number may not be able to vote due to months-long pandemic shutdowns at USCIS field offices, which exacerbated years of growing delays in citizenship processing?*

Since field offices reopened on June 4, citizenship oath ceremonies have resumed at a slower rate than usual through a variety of workarounds, including smaller indoor gatherings that observe social distancing measures, outdoor ceremonies, and even drive-through events sponsored by local governments. However, the months of postponed naturalization interviews have severely reduced the number of applicants who have completed the process and are ready to take the oath in time to register to vote.

The delays have stymied the efforts of the League of Women Voters and other organizations throughout the country to register as many new citizens as possible in time to vote in the upcoming election. For some states, voter registration deadlines have passed. But many states still have upcoming registration deadlines or allow simultaneous registration and voting on Election Day. You can find a useful state-by-state guide to voting deadlines and procedures here.

If you have current or former citizenship students who are eligible, encourage them to register to vote!

Our students cite being able to vote as one of their most important motivations for becoming citizens. And our instruction emphasizes this as one of citizens’ key rights and responsibilities. In celebration of this election season, here are complimentary lessons from the Voices of Freedom course that you can use with your students on the topics of rights, responsibilities, and civic participation, including elections.

If you are currently offering your citizenship instruction remotely or through a hybrid model due to the pandemic, here’s a new training video for Voices of Freedom that includes a segment on remote instruction strategies using Zoom and Google Meet.  (That segment begins at 25:48.)

And as a service to programs operating remotely, an electronic version of the course is also available here––a useful resource for screensharing and as an alternative to the print edition of the student book.

(*Information about delays in citizenship processing are available at these sites:  FiveThirtyEight, Boundless, and the Migration Policy Institute.)


To learn more about the Voices of Freedom course and its components, and for ordering information, please visit our digital catalog here.

Resources for Adult Educators and Adult Education Advocates

During the Adult Education and Family Literacy Week (AEFL Week), we have been promoting the value of and the need for adult education in the U.S. Advancing adult education and English language acquisition benefits not only individuals and their families but also their communities and the nation’s economy. By offering educational opportunities to adults, we help them achieve economic independence and social mobility.

But advocating for adult education should not be limited to just one week a year. It is important that we bring awareness about the need for adult education every day. Below is a list of resources for anyone who wants to get involved in advocating for adult education and family literacy.

Adult Education Is Needed Now – COABE website that explains the need for adult education

COABE/NCSDAE Educate & Elevate Campaign – A national campaign to help policy makers understand the value of Adult Education.  The website offers a helpful toolkit for organizations and individuals who want to get involved in the campaign.

National Coalition for Literacy – a national coalition of the national organizations and other advocates dedicated to advancing adult education, family literacy, and English language acquisition in the U.S.

Project Literacy – a global campaign founded and convened by Pearson that aims to end illiteracy by 2030 through partnership and action.

“Low literacy has a major impact on income inequality and parenting.” Read this AEFL Week Fact Sheet from the National Coalition for Literacy.

The Case for Investments in Adult Education – A white paper from ProLiteracy

Adult Ed helps immigrants integrate into the U.S—a brief description of why it pays to invest in Adult Education

Adult Education and Family Literacy Week Fact Sheet and articles

The World Education’s blog The Well – interesting posts on the topic of Adult Education, including ESOL.

Adult English language instruction in the United States: Determining need and investing wisely. An article from the Migration Policy Institute.

Links to best practices/resources for teachers:

Six simple ways to strengthen independent learning skills

On teaching effective learning

Tips for collaborative learning

Increasing student engagement

Toward comprehensive assessment in the adult ESOL classroom

Explore the New Pearson ELT eCatalog

ESL16_CAT_CVR1

IMMEDIATE – INTERACTIVE – INFORMATIVE 

These three words describe the new eCatalog from Pearson ELT. This new eCatalog has everything you would expect from a catalog, and so much more! Do you want to know how to use the catalog – click here to watch the video!

What does the fully interactive catalog mean for you?
With just a click of a button, you can:

  • View hundreds of sample units from any level.
  • Listen to podcasts and audio samples.
  • Watch product and author video clips.
  • Search by key word, author, or ISBN.
  • Read articles by Pearson authors.
  • Link to easy online ordering.
  • E-mail your ELT Specialist directly.
  • Share with colleagues by e-mail, Facebook, or Twitter.

Start exploring today! 

Tax Time!

Bill Bliss Photo 2014Bill Bliss

Here are three quotes appropriate for the month of April:
“In this world nothing can be said to be certain, except death and taxes.”
“Why did the colonists fight the British?  Because of high taxes – taxation without representation.”
“When is the last day you can send in federal income tax forms?  April 15.”

The first was penned by Benjamin Franklin in 1789. The second and third are among the 100 official questions and answers on the US citizenship exam.

Tax Tips

Filling out tax forms always seems to occupy too much time – and often it’s our evening time in April that we might otherwise be devoting to lesson preparation, correcting student homework, or other professional work. So in the spirit of helping you get through tax season, here are some tips to ease your lesson planning on those days you’re slogging through your 1040 form. I hope you find these helpful whether you are preparing students for the citizenship exam or you are incorporating civics topics into general EL/Civics instruction. Continue reading