The IEA International Civic and Citizenship Education Study (ICCS) investigated the preparedness and preparation of young people to ‘undertake their roles as citizens in a range of countries’ (Schulz et al., 2017, p xv). ICCS 2016 is the second cycle of ICCS with the first cycle of ICCS having been completed in 2009. In ICCS, the preparedness of young people to participate is operationalized through measures of ‘students’ knowledge and understanding of civics and citizenship as well as students’ attitudes, perceptions, and activities related to civics and citizenship (Schulz et al., 2017 p 1). Students’ knowledge and understanding of civics and citizenship was measured using a paper-based test and the results are reported on a single scale of ‘civic knowledge’ in ICCS (Schulz et al., 2016, Schulz et al., 2010). This paper describes variations in student civic knowledge as measured in ICCS, including the relationship between selected student characteristics and civic knowledge and, comparisons between civic knowledge of students in 2016 and that of students in ICCS 2009.