Dexter Evans recalled being taught the basics of social studies in high school: the U.S. Constitution, the Declaration of Independence and three branches of federal government. Although it was more than five years ago when he graduated high school, he says most of the social studies/civics lessons were taught in the classroom and with limited hands-on experience. "Some topics such as social studies don't get the attention it deserves," says Evans, 23, now a senior studying legal studies at Paul Quinn College in Dallas. "Social studies and other [subjects] can help students choose what they want to do and become college-ready in what they want to be. In other words, the more choices students are given, the better they will be in college and in life." That's exactly what a report completed by the Educational Testing Service of Princeton, New Jersey states in regard to civics knowledge among elementary, middle and high school students. The report, entitled "Fault Lines in Our Democracy: Civic Knowledge, Voting Behavior and Civic Engagement in the United States," outlines civics activities, assessments by race and gender and topics studied. It points out learning barriers and provides recommendations.