In recent years, as schools have shifted more attention to English language arts and mathematics, several groups have made a plea for renewed attention to civic education for all students. One such group is the Spencer Foundation, which promotes research to improve students' civics knowledge and skills and their dispositions for responsible citizenship. Of particular interest to the Spencer Foundation and others are three questions relating to the status of civic education in the rapidly growing sector of charter schools--publicly funded schools that are typically governed by an organization under a contract or charter with a state or other jurisdiction: (1) How does the civics achievement of charter school students compare with that of students in traditional public schools? (2) Do charter schools typically offer different types of civics instruction than traditional schools? and (3) How can the current body of research about civic education and charter schools be strengthened? At the request of the Spencer Foundation, the Center on Education Policy (CEP) at The George Washington University addressed these questions by analyzing data from the 2010 civics assessment of the National Assessment of Educational Progress (NAEP). This is the most recent NAEP civics assessment and the only one that breaks out data for charter schools and traditional public schools. CEP also reviewed the broader research literature on charter schools and civic education and engagement. Their main findings are summarized herein. [This report was written with the assistance of Nancy Kober.]