 Whatever one believes about the appropriate scope and content of civic education, a pressing issue is students’ extremely uneven access to educational opportunities that prepare them for participatory citizenship. Meira Levinson’s recent work on the “civic achievement gap” highlights this corollary to the much-more discussed achievement gap and underscores vast inequalities across student groups in terms of what youth know about how government works, and their ability to participate effectively in civic life (Levinson 2012). These low rates of participation and engagement also have consequences for how the interests of the poor are treated. Indeed, even if one rejects equality of opportunity in this domain, there is ample evidence that many societies are not doing enough to enable their poorer and less educated citizens to effectively and competently participate in public life.