This report from the Center on Reinventing Public Education at Arizona State University investigates how school districts across the United States conceptualize and implement civic learning. Drawing on surveys and interviews with leaders from more than 40 districts, the study finds wide variation in how civics is defined, ranging from traditional knowledge of government and history to broader aims such as community engagement, critical thinking, and social-emotional skills. Districts also differ in the structures and supports they provide, including course requirements, extracurricular opportunities, and partnerships with community organizations. The analysis highlights key challenges—such as uneven resources, political tensions, and limited teacher preparation—that shape districts’ ability to offer robust civic learning. By surfacing promising practices and barriers, the report offers insights for educators, policymakers, and civic leaders seeking to strengthen students’ preparation for democratic participation and community life.