Civic Education in K-12 educational curriculum has an important relationship with civic engagement and voter participation in the broader community. Campbell and Nieme (2016) theorize civic exams are most effective in forming political knowledge among youth in states where these exams serve as requirements for high school graduation. This study is important because it focuses on the effectiveness of current civic exams in youth political knowledge; however, it does not evaluate the variances in the amount of civic education instruction received. This research demonstrates the relationship between the overall voter turnout of a county and the amount of civic education instruction included in this school's K-12 curriculum. The reseach design consists of quantitative data using interval-ratio variables as measurements and regression analysis as the method. Results support the original hypothesis that as voter turnout increases, a stronger emphasis is placed on civic education within that county's curriculum. This research fills a void between civics in the classroom and an active citizenry. To the policy community, it highlights the value of civic education.
