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  • "I believe Project Citizen supports all the other initiatives in education. It asks kids to pick a problem in society, research it, problem solve a variety of solutions, analyze current laws and future projections and make quality recommendations to the community and appropriate legislative leaders.  It is a project that students do for the community and it helps the community turn young people into active citizens.  It teaches them about government and how to work the within the system of democracy." —Heather Tomchek, Teacher, New Holstein (Wisconsin) School District | Read Heather's full comments >
  • "It showed us the importance of being active citizens and made us a part of the democratic process. We really got a firm grasp of how local politics works. It was amazing to see the kids and their representatives engaged in a give and take of ideas."  —Student Travis Winter, Lincoln Elementary School, Denver, CO
  • "I want to thank everybody that supported me and believed in me. I would also like to thank society because if I would have been in the street I could have gotten killed or I would have been caught with a serious charge. Project Citizen brought out the best of me because I never knew that I was capable of doing a presentation in front of the school board. That was the first presentation that I ever had done in my whole life. Something that I never thought I would do. Democracy taught me how to work in a group and how to communicate with teachers, the principal, probation (officers) and the community."
     —Student "Derek," Camp Afflerbaugh, LaVerne, CA
  • "I cannot believe how well Project Citizen works at Hanover-Horton Middle School. Because the class that won the hearing last year had made their policy a reality, ALL my classes this year think they have to make the policy work for real in order to compete and win. I have two classes going to our state showcase and they are busy writing grants and calling officials to insure their policy is in place BEFORE the showcase. This idea of the policy being a reality has even been accepted by my principal, my superintendent and the School Board President. As a result, the kids have had visits from all of these people to check to see if what they want to do is doable here at our school (community). I believe this just proves how powerful this program can be to a school and/or community." —Teacher Terri M. Mount, Hanover-Horton Middle School, Horton, MI
  • "They've learned about who provides what in the county, in the state. And the program has taught them to have confidence in their ability to formulate ideas and plans and communicate them. What most impressed me about the kids was how responsible they were, how well they were able to talk to people in the community, how much they cared about the issue. They've presented this in front of local politicians and they weren't intimidated. They didn't back down; they had answers to every question."
     —Teacher Ilana Ascher-Alamo, Kendall Gazette, Miami, FL, 7/4-10/02, Arvida Middle School
  • "Knowing they are part of the community, making decisions that influence what happens, makes a big difference. It's real life and meaningful to kids." —Teacher Kathy Dietrich, The Idaho Statesman, Boise, ID, Cole Elementary School
  • "They're learning by doing. This is giving them a perspective on government that they would never get from a book." —Teacher June Natola, The Daily Item, Lynn, MA, 6/8/02, Fecteau-Leary Middle School
  • "We learned a lot of skills and problem solving. I really liked it. It helped me with civics and taught me about the community." —Student Karolyn Simon, Wyoming Tribune Eagle, Cheyenne, WY, 10/13/02, McCormick Junior High
  • "The students picked a problem or issue. Then they created a plan. They learned not just to complain about a problem but to work to solve it." —Teacher Suzanne Moen in the Times Tribune, Madison, WI, June 6, 2002, DeForest Middle School
  • "I have served as a Project Citizen National Finals judge for the past two years. As a legislative program evaluator, I have been impressed as to how the Project Citizen program introduces students to the problem solving skills used by policy makers to address important issues. Even more impressive is the students' application of those skills as evidenced by their thought-provoking and creative portfolios. I am pleased that my involvement with the National Conference of State Legislatures has afforded me this opportunity to contribute to and benefit from the Project Citizen program." —James A. Barber, Deputy Director, Mississippi Joint Legislative PEER Committee
  • "Project Citizen empowers students. This being my second year as a National Finals judge only enhanced my enthusiasm for this program. I am most impressed with the level of learning and understanding that the students develop. I especially like the fact that the students have to envision more than one possible solution to the perceived problem. It is important for the students to realize that government needs to be creative and judicious with the resources that are available. I hope to be asked to judge again."--Anne Ziaja, Director, Senate Legislative Education Office, Massachusetts State Senate
  • "I feel that one of the greatest benefits of Project Citizen is to teach young people that there is a way to effect change in their state and local government. I think what impresses me so much about many of these projects is that these young people want to make their community a better place to live."
    --Jonetta Douglas, Senior Librarian, Iowa Legislative Service Bureau
  • "I learned that anyone can participate in their community. If you feel that you do not have the qualities to be a leader this program will get rid of any doubts. Project Citizen helps with your communication skills and helps with the interaction of those different than you. I believe the teacher and students learned that there are people that care about what they do in the community and even teenagers can be of assistance."-- 1999-2000 Project Citizen Mentor Program participant, student at Miami-Dade Community College, FL
  • "We're always talking about making programs more relevant, and this takes it to a personal level for students. They're really learning to access and apply what they learn." – Social Studies Coordinator, Bertha Conley, Gary, IN school district. Gonzalez, Michael. “West Side Kids Take Aim at School Bully Problem.” Post Tribune, January 14, 2011. http://www.post-trib.com/news/lake/3018866,gbully-ptb-0114.article.
  • “They develop a real, not hypothetical, action plan, identify funding sources, and figure out how to pay for changes they advocate. Students learn the general process of how government works and that government starts with them…Students feel more empowered to take part in leading their neighborhoods and towns and learn by getting involved. I thought it was a good idea after elected officials told me it was all they could do to learn what their constituents felt was a problem or issue; community participation in public meetings, hearings or direct correspondence with their offices are lacking.” -- Teacher Tim Knudson, Peninsula High School. McMillan, Hugh. “Kids Corner: Project Citizen Takes on Social Problems, Proposes Solutions.” The Peninsula Gateway, February 2, 2011.
  • “High School student Kyle Zahn said he already understands government better after starting the Project Citizen curriculum.” -- Wickler, Allison. “Project Citizen Gets Students Involved in Civic Activities.” Herald Times Reporter, October 9, 2010.
  • “It helps students to become more active citizens,” she said. “It helps them look at an issue that is of concern for them in their schools, communities or the state and see how they can bring about policy changes.” – South Dakota State Coordinator, DeVee Dietz. Jeffery, Shell. “2010 Project Citizen Regional Showcase Spotlights Kids Political Ideas.” Rapid City Journal, February 14, 2010.
  • "I feel very gratified to know that as a teen I can make a difference," Neeka Choobineh  said. "Even though I don't have the right to vote, I have a say in the government. So it truly exemplifies the power of our democracy." – Neeka Choobineh, student. KOLN- Lincoln, NE. January 8, 2010. http://www.1011now.com/home/headlines/81042597.html.
  • "University students are very involved in community service but they tend not to view service as a way to engage in government. Real change doesn't happen until people are involved with public policy." --  Associate Professor, Charles White, Boston University School of Education. Ballard, Katrina. “Course Makes a Public Case.” Daily Free Press – Boston, MA, December 4, 2007.
  •  "[Students] found it very exhilarating and worthwhile. [The class] improved their knowledge of the policy making process and made them educated as citizens."  -- Professor, Larry Gerston, San Jose State University. Ballard, Katrina. “Course Makes a Public Case.” Daily Free Press – Boston, MA, December 4, 2007.
  • "I found it to be a really engaging way to understand how our law system works and how people can actually become involved," Connolly said. "[I found that] if people are willing to take the initiative, they can have an impact on public policies that have an effect on their everyday lives." --  Student, Kelly Connolly, Boston University. Ballard, Katrina. “Course Makes a Public Case.” Daily Free Press – Boston, MA, December 4, 2007.