Why do some people feel a strong sense of civic duty to vote while others feel no obligation at all? One factor that has been identified as an important antecedent of the sense of civic duty is education. In The American Voter, Campbell, Converse, Miller, & Stokes (1960) note that the sense of civic duty appears to “depend substantially on education” (480). Sniderman (1975) argues that “…the further one progresses through the educational process, the deeper and firmer his grasp of the norms of the ideal culture” (p. 134–135). In their seminal work on voting, Wolfinger & Rosenstone (1980) note that “American schools provide a good deal of explicit instruction and exhortation on citizenship that emphasizes the obligation to vote and thus might be thought to nurture a sense of civic duty. The better educated are more likely to follow social norms” (p. 18). More recently, Lewis-Beck, Jacoby, Norpoth, & Weisberg (2008) point out that education “…instills civic responsibility, the idea of voting as a duty” (p. 351). It turns out that in many empirical models, education is one of the strongest predictors of civic duty (see, e.g., Blais & Labbé-St-Vincent, 2011; Carreras, 2018; Dinesen, Nørgaard, & Klemmensen, 2014; Jackson, 1995; Weinschenk, 2014). Jackson (1995), for example, finds that “Education is…the primary influence on civic duty. Highly educated individuals are more likely to believe that a person should vote in an election, regardless of concern over the outcome” (p. 288) and concludes that “education contributes to turnout by producing citizens who believe that they have an obligation (civic duty) to vote” (p. 295).