In this paper, the questions of whether or not the transmission of common civic values and commitments to society should be a major goal of U.S. schools is considered. The effects of classroom, school, and society on civic values and attitudes are addressed in terms of: (1) the curriculum and classroom instruction; (2) school structures and climates; and (3) teaching and learning. The paper concludes that: (1) civic education in schools should emphasize constitutional democracy's core values; (2) U.S. citizens tend to be disappointed in the lack of responsible citizenship exemplified by the nation's youth; (3) interested persons tend to debate how the schools, in concert with other social agencies, can affect U.S. youths' character and citizenship education; and (4) U.S. citizens agree that education for responsible citizenship can be improved through an increased focus on school and societal agents. Thirty-four footnotes and a selective bibliography of ERIC resources is included. (JHP)