Character education’s history in the United States goes back to the beginning of public schools. The emphasis and profile has waxed and waned, frequently with political trends. The current standards-based environment poses particular threats and challenges to character education. In spite of these pressures, character education continues and—by most measures—is growing. This article (a) defines character and examines the history of character education in U.S. public schools; (b) introduces and contrasts the major approaches: traditional character education, caring, and developmental; and (c) outlines and examines current issues including the relationship of character to citizenship education, the family and school roles in character development, the relationship of church and state, federal and state polices and funding of character education programs, and issues of evaluation and research. Although advocating for character education, the approach here to the issues is descriptive and as impartial as possible.

Character education can provide our nation's youth with the information and skills they need to mature into ethical and virtuous people. Do we want a youth population that does not bring guns to school because of an armed guard and metal detector at the door? Or do we want a youth population that does not bring guns to school because it goes against their intrinsic nature?