While many Americans might agree on the importance of preparing young people for citizenship in a democracy, civic education has been in decline. Results from the National Assessment of Educational Progress show students across all grade levels have a less-than-adequate grasp of the skills and knowledge necessary to engage as citizens. In response, a number of states have taken a variety of approaches to promote and advance civics education--with and without legislation--by instituting the following: (1) mandated task forces; (2) accountability structures and mandated assessments for civics; (3) statewide initiatives; (4) administrative directives; and (5) initiatives of secretaries of state. In recent months, the National Center for Civic Learning and Engagement, part of the Education Commission of the States, has explored each of these points in short reports. This report, the sixth and final in the series, explores the similarities of these efforts around the country. Some recurring themes became clear. A collaborative approach is crucial and, while not always easy, there are ways to work within financial and political constraints. In general, successful policymaking for civic education requires broad support through a goal-oriented, non-partisan, and collaborative approach. While states' civic education efforts come in a rich variety, the goals of these civic initiatives are the same: to ensure that all students are ready for college, career and civic life. [For the other reports: "Florida and Tennessee: Accountability in Civic Education," see ED561922; "States Address Civics with Mandated Task Forces," see ED561924; "Florida and Illinois: Civics Initiatives, No Law Required," see ED561917; "Advancing Civic Learning with Administrative Authority," see ED561911; and "Secretaries of State Make Impact, Lasting Impression in Civics," see ED561941.]