G R O W I N G T O G R E A T N E S S 2 0 0 4 T H E S A O F R V I C - L N G P J TM Serve. Learn. Change the World.™

The National Youth Leadership Council is a Along with the multi-year G2G initiative, NYLC ■ Developed “Essential Elements of Service- locally-based national and international nonprofit is engaged in research-based development of Learning,” establishing standards for service- organization, advancing a mission of “building vital, service-learning approaches to AIDS. learning. just communities with young people through serv- ■ Presented lead testimony for National ice-learning.” NYLC programs reach constituents Global Vision, Local Roots Commission on Service-Learning. from all 50 states and more than 20 countries. Our vision is rooted in programs and policies ■ Co-convener, with Points of Light Foundation, originated by NYLC in Minnesota: of 2000 National Youth Summit. From its beginning more than 20 years ago, ■ NYLC operations have been guided by a Convened first in nation statewide service ■ Edited special editions on service-learning for initiative (1984). three-fold vision: Phi Delta Kappan magazine (1991, 2000). ■ Staffed, chaired, and served as member of state ■ Lead co-sponsor, with Youth Service America, For young people – A belief that all young people, service commissions (1985-1992) (1995-2001). of National and Global Youth Service Day. from elementary school ages to adulthood, are ■ Convened and helped convene state service needed as providers of service and leadership to conferences (starting in 1985). Current Operations their communities, nation, and world. ■ Advanced state youth development and service ■ Publications, training materials, and workshops. legislation, and funding (1987, 1989). For learning – That people learn in a variety ■ National network of 400 peer consultants led ■ of ways, and that service-learning is an effective Organized statewide campus service initiatives, by five regional centers supported by State teaching and learning philosophy and method- developed related legislation (1988-1993). Farm Insurance. ology, yielding measurable achievement, civic ■ New service-learning teacher certification and Leadership engagement, and personal/social/spiritual online courses. ■ Convene National Service-Learning development outcomes. ■ Annual weeklong summer youth leadership Conferences (1989-ongoing). model in operation (since 1983). For community – For societies to be democratic, ■ Influenced federal service-learning legislation ■ Active Youth Advisory Council. all members — including every race, gender, faith, in 1990 and 1993 through congressional and age — must understand and practice the work testimony, including authoring language for ■ National Service-Learning Conference (2,700 of democracy: service, advocacy, and political National Service-Learning Clearinghouse. people representing every state and 20 countries attended in 2003). engagement. Like the conversion of wind power ■ Launched first national service-learning project to electricity, NYLC’s wind generator logo is funded by W.K.Kellogg Foundation (1990). ■ Lead sponsor, with State Farm Insurance, of a metaphor for directing the strengths of young “Project Ignition,” a national youth safe-driving ■ Participant in White House conferences on people in building their communities. media campaign and contest for high schools. philanthropy and adolescent development. ■ HIV/AIDS Initiative funded by Ittleson and Action, Reflection: Praxis ■ Presented on service-learning to audiences in W.K. Kellogg Foundations. All NYLC operations and materials are stringently 14 countries. evaluated and grounded in research. One-third of ■ Lead provider of training and technical all full-time NYLC staff hold advanced degrees, assistance for Corporation for National and including three senior staff who have Ph.D.s. Community Service (1993-2001). Contents

Acknowledgements ...... 2 Iowa ...... 50 “[E]verybody James C. Kielsmeier, Ph.D. Maine ...... 52 Letter from State Farm ...... 3 Maryland ...... 54 can be great, Kathy Payne Massachusetts ...... 56 Michigan ...... 58 Foreword ...... 4 Mississippi ...... 60 because James C. Kielsmeier, Ph.D. Montana ...... 62 Preliminary Findings Community New Jersey ...... 63 everybody can Service and Service-Learning New York ...... 64 in Public Schools ...... 6 Rhode Island ...... 66 James C. Kielsmeier, Ph.D., Peter C. Scales, Ph.D., South Carolina ...... 68 serve.” Eugene C. Roehlkepartain, and Marybeth Neal, Ph.D. Texas ...... 70 Heads, Hearts, Hands: The Research on Washington ...... 72 K-12 Service-Learning ...... 12 Wisconsin ...... 74 Shelley H. Billig, Ph.D. Profiles of Community-Based Service to Others: A ‘Gateway Asset‘ Service-Learning in the United States . . . . 76 City Year ...... 77 –DR. MARTIN LUTHER KING’S for School Success and Common Cents ...... 78 FEBRUARY 4, 1968, SERMON Healthy Development ...... 26 Communities in Schools ...... 79 AT THE EBENEZOR BAPTIST CHURCH Peter C. Scales, Ph.D. and Constitutional Rights Foundation ...... 80 IN ATLANTA. WASHINGTON Eugene C. Roehlkepartain Do Something ...... 81 AMES ED ESTAMENT OF OPE Learn and Serve America: Reflecting J M., . A T H : Earth Force ...... 82 THE ESSENTIAL WRITINGS AND SPEECHES on the Past, Focusing on the Future . . . . . 33 OF MARTIN LUTHER KING, JR. KIDS Consortium ...... 83 AN RANCISCO ARPER OLLINS Amy B. Cohen, Robert Bhaerman, Elson Nash, (S F : H C , 1991), 265-66. Lions-Quest ...... 84 and Kimberly Spring National Indian Youth Leadership Project . . . . 85 Service-Learning Policy ...... 39 YMCA of the U.S.A...... 86 Jennifer Piscatelli Youth Service America ...... 87 State Profiles ...... 41 Yo uth Volunteer Corps of America ...... 88 California ...... 42 Glossary ...... 89 Colorado ...... 44 Essential Elements ...... 90 Florida ...... 46 Hawaii ...... 48 Resources/Organizations ...... 92

Copyright © 2004 by the National Youth Leadership Council.All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed in the United States. G2G™ Editorial Board 2003-2004 Larry Bailis Brandeis University Acknowledgements Shelley Billig RMC Research Nelda Brown SEANet e would like to thank all of those individuals and The national survey was a collaborative effort with our Sharon Buddin organizations that made this report possible. editorial board and carried out with the ongoing guidance Ridge View High School/NASSP W of Peter Scales and Gene Roehlkepartain of Search Columbia,W SC Amy Cohen The idea of engaged young people building better commu- Institute, and Larry Bailis and Alan Melchior of Brandeis Corporation for National & nities while learning was a great fit for Kathy Havens Payne University.We are most grateful to Gerald N.Tirozzi, Community Service at State Farm.A former teacher and school board member, Executive Director of the National Association of Kate Cumbo Colorado Department Kathy knows what works in the classroom and in the larger Secondary School Principals, and Rocco Marario, Director of Education world of young people. She and colleagues have been of Student Activities, for writing a letter of endorsement Marty Duckenfield terrific partners in the G2G Report and in the several encouraging principals to complete the survey.We’d also National Dropout other service-learning initiatives State Farm sponsors like to thank Ellen Tenenbaum of Westat for her expert Prevention Center with NYLC. shepherding of the national survey and her stalwart corps Joe Follman Florida State University of interviewers, which undoubtedly contributed to our Andy Furco The articles by Shelley Billig of RMC Research, Peter remarkable response rate of 91 percent. University of California – Scales and Gene Roehlkepartain of Search Institute,Amy Berkeley Cohen of the Corporation for National and Community Within the National Youth Leadership Council, research Tony Ganger YMCA of the USA Service, and Jennifer Piscatelli of the Education Commis- director Dr. Marybeth Neal helped design and ably imple- Silvia Golombek sion of the States provide descriptions of service-learning’s mented the project. Megan McKinnon, project coordinator, Youth Service America impacts on youths, their communities, and state and efficiently took the larger vision and translated it into the Barbara Gomez national policy. reality of deadlines, contracts, and editing final versions. AED Maddy Wegner, director of publications, also contributed Teddy Gross Common Cents New York We’d like to thank Rich Cairn of Cairn and Associates, and her editorial skills to this project, for which we are Joe Herrity Nelda Brown, executive director of SEANet, for their work very grateful. Iowa Department of Education in creating state profiles.And of course, we’d like to thank Don Hill the staff at the state educational agencies and the other Lastly, I’d like to thank our editorial board for their encour- Youth Service California Barbara Holland organizations who were interviewed for the state profiles; agement and support of this project.As we look forward in National Service-Learning their help was invaluable in reviewing the profiles for this multi-year project, we hope to build on this sense of Clearinghouse publication.These profiles help greatly to understand the community, uniting around our common concern to Michelle Kamenov “story” of service-learning’s development for each state and document the scope, scale, and quality of service-learning Minnesota Department of Education illustrate examples of service-learning programming. with care and rigor. Dick Kraft Professor Emeritus Larry Bailis,Alan Melchior and Thomas Shields of Brandeis University of Colorado – Boulder University collected data and wrote profiles for the national Alan Melchior Brandeis University community-based organizations.These profiles help remind Sarah Pearson us of service-learning in the larger picture and the varieties American Youth Policy Forum of ways that learning can take place with or without a James C. Kielsmeier, Ph.D. Stan Potts connection to formal schooling.We would like to President/CEO, NYLC University of Wisconsin – River Falls thank the representatives of the profiled organizations Project Director, G2G Rob Shumer who gave so generously of their time to provide data to St. Paul,2 MNG2G our researchers. Dear Reader:

State Farm® and the State Farm Companies Foundation are very pleased to introduce Growing to Greatness, the 2004 annual State of Service-Learning Report. “I thank State Farm Documentation of service-learning, where it has been, where it is currently and explorations of how it might proceed into the future can guide us in helping to build strong communities where citizens for their wisdom and of all ages are engaged as active contributors to the common good.As the leading provider of auto, foresight in funding this boat and home insurance and as a leader in life and financial services, State Farm® is very interested in building such a positive future. project. I encourage all

We are excited and inspired for what we see here in the first report from this multi-year project. readers to join together The recently completed National Survey of K-12 School Principals, with its remarkable 91 percent response rate, will be a rich trove of data for many years to come.The percentages of schools with to create future reports community service and service-learning indicate that these strategies for improved civic engage- documenting this ment, academic achievement and positive youth development are holding their own despite budgetary cutbacks in schools. For the schools with service-learning, 50 percent of principals powerful strategy for reported an increase in service-learning at their schools over the past five years, while only four percent reported a decrease. teaching and learning.”

The article by Billig relates the most recent research on service-learning impacts.The article by Scales and Roehlkepartain documents the central importance of service-learning as a “gateway” aspect, which, if present in the lives of our youths, helps bring about other positive assets that contribute to healthy youth development in a democratic society.The policy scan by the

Education Commission of the States reveals promising developments in the area of state policies. –SENATOR JOHN GLENN CHAIR, NATIONAL COMMISSION The article on Learn and Serve America, and the state and national profiles tell the story of ON SERVICE-LEARNING deepening service-learning practice and suggests the variety of possibilities that exist for service- learning programming.A glossary at the end, resources and reference to the Essential Elements of Service-Learning for Effective Practice and Organizational Support will help this report become a convenient and hopefully inspiring reference work for your nearest bookshelf!

State Farm Companies Foundation and the associates and agents of State Farm share this vision and are proud to sponsor the National Youth Leadership Council in this project.

Sincerely,

Kathy Payne Public Affairs Manager – Education Excellence State Farm Insurance G R O W I N G T O G R E A T N E S S 3 Foreword

his year, as we celebrate Dr. King’s 75th strategy for engaging students in useful service fills time for most young people, but not their Tbirthday and reflect upon the 50th anniver- linked to learning objectives.Annual G2G reports need for engaged learning and useful, contributing sary of the historic Brown vs. Board of Education will capture the scope and scale of young people roles. Disengaged from school, marginalized in legal case, let us recommit ourselves to the creation contributing and learning through service- dead-end jobs, too many young people turn to of the “beloved community” to which Dr. King learning, civic engagement, character education, outlets yielding short-term gratification and devoted his life.The service-learning field is and youth development approaches. long-term pain. indeed “Growing to Greatness.” In so doing, all of us are helping to ensure that the day soon comes Inspired by Dr. Martin Luther King Jr.’s words and The modern service and service-learning when Dr. King’s belief that “everybody can be life, G2G documents the capacity of all youths to movement is a response to the loss of meaning, great because everybody can serve” is a belief be great — to serve, learn and change the world. alienation, and lackluster learning many young shared by all. A season of service, learning and leadership has people experience in schools and work settings. ~Anthony Welch, Chair, been inaugurated by recent generations of young Two decades of focused service-learning and National Service-Learning Partnership people.This is their story — bringing to life King’s youth development advocacy, research and definition of greatness and hope for the world. program growth have had an impact — but we are far from our goal of engaging all young people as Why G2G? contributing members of society. G2G reports and Growing Hope G2G is a counterpoint to our preoccupation ongoing data collection will begin to capture what Growing to Greatness 2004 presents tangible with expecting the worst from young people and we know about service-learning for the purpose of evidence of an emergent way of thinking about measuring only their inadequacies.Too often the expanding program practice and quality. and engaging young people that is taking hold media spin on young people is that they just don’t across the nation — and beyond. Needed and “measure up.”Adolescent, juvenile, teenager – G2G is grounded on the premise that all young people are — or can become — contributing recognized as contributing members of society, words freighted with negative baggage suggest members of society, and what they contribute and young people are responding to the call to serve that to be young is to be incomplete or a problem how they learn while serving needs to be widely and learn as part of schools, colleges, and all to society.Academic test results highlight youth documented, understood, and valued.We are manner of community- based organizations. deficiencies or achievement gaps between groups. interested in factors that encourage effective Growing evidence, shared by several disciplines Top-line indicators of health predominantly service-learning practices; hence, we will have an and collected across a diverse range of settings, underscore youths’ use of drugs, alcohol, annual focus on what we are learning through documents young people actively learning and and tobacco. local and national research on service-learning. making real differences in communities. (For more information on the rationale for G2G, Every pre-modern youth generation once had a see the special report of the Generator, Spring A primary catalyst for this dramatic shift in our clearly defined transition period from childhood to 2003, available at: www.nylc.org and inside back understanding of youth is service-learning, a full adult responsibility. In contrast, schooling today cover, this issue).

4 G2G Service-Learning: An Ecological Approach A distinctive national survey such as the a correlation between students’ participation in Service-learning is a distinctive philosophy, way 2004 Principal Survey is planned for each year service-learning and their likelihood of voting of teaching, and community development strategy (see Kielsmeier, Scales, Roehlkepartain, and Neal, and/or volunteering in political campaigns? dependent on a variety of surrounding variables. this issue).We also anticipate articles on service- We will try. Like plant communities that depend on an learning in various contexts, such as faith abundance of water, soil nutrients, and light to communities, higher education, and We Need You thrive, service-learning requires a community of international locales. For service-learning and the community of support. Funding availability, the climate of related factors to thrive, young people need to volunteerism for all age groups, opportunities be understood as change agents and builders of for volunteer community service, supportive G2G is grounded civil society as creators of their own learning and school/organizational policies — all are indicators development. To tell this story in the years ahead of the health of service-learning. on the premise that we need your help now! all young people are — G2G 2004, for example, includes a summary or can become — Please read and respond to this report with a article on the activities of the Learn and Serve critical eye. Tell us where we need to add exam- Program of the Corporation for National and contributing members ples of exemplary programs or where related Community Service (CNCS), the largest single of society, research on the contributions of young people is service-learning funding source. How CNCS documented.We are eager to report on the range fares is a major predictor of future practice. and what they contribute of community and school district surveys show- Similarly we looked at policies that support and how they learn ing how youths are “growing to greatness.” service-learning through an ECS policy scan, while serving needs to be and asked questions about community service To r each GTG staff at NYLC, please contact on the National Principals Survey. widely documented, [email protected]. understood, and valued. The Future of G2G Jim Kielsmeier Annual reports will be released along with a Saint Paul, Minnesota cumulative online record of data collected. For March 2004 example, the April 2003 Introduction (Generator We are looking ahead to measurement of the Vol. 21, No. 3) to G2G 2004 is currently online. specific impact that young people are having This year’s full report will also be available online on their communities: Can we document that and printed copies are available through NYLC. tutoring improves achievement? Can we make

G R O W I N G T O G R E A T N E S S 5 Preliminary Findings Community Service and Service-Learning in Public Schools

James C. Kielsmeier, Ph.D., Peter C. Scales, Ph.D., Despite financial pressures and pressures to focus a widespread practice and expectation in U.S. Eugene C. Roehlkepartain, and Marybeth Neal, Ph.D. on core subjects, public schools continue to engage schools, and service-learning has a solid base of millions of young people in service to others. committed schools and educators. Study at a Glance Schools that use “service-learning” as a strategy see a wide range of positive benefits for the students, Our study found that 69 percent of public schools This nationally representative study of principals the schools, and their broader communities. involve students in community service projects and other administrators in K-12 public schools (Figure 1), which this study defined as service or in the United States in January 2004 found the These are preliminary findings from a National volunteer activities that are “non-curriculum-based following: Youth Leadership Council study of 1,799 school and are recognized by and/or arranged through the ■ 69 percent of K-12 public schools engage principals1 in a nationally representative sample school.”These levels of involvement are consistent students in community service, reaching an of public elementary, middle, and high schools in with the patterns found in a 1999 federal study estimated 15 million students. January and February 2004. (See Display 1 for (Skinner & Chapman, 1999).At that time, ■ 30 percent of K-12 public schools engage more details.) The study examines the scope and 64 percent of all schools provided community students in service-learning, reaching an nature of community service and service-learning service opportunities for students. estimated 4.5 million students. in U. S. public schools, highlighting the potential ■ 9 out of 10 principals in schools that offer and challenges of engaging young people as By cultivating young people’s community service-learning say that it has a positive resources through schools. (Further analysis and involvement, community service sets the stage for impact on students’ civic engagement, information is available at www.nylc.org.) more intentional integration of service into the personal and social development, and school- community partnerships. curriculum through service-learning. Our study Community Service and Service-Learning defined service-learning as “curriculum-based ■ Principals in schools with service-learning Engage Millions of Students community service done through the schools that in low-income communities are more likely integrates classroom instruction with community than principals in other schools with service- Based on this new study, we estimate that roughly learning to say that it positively affects 56,000 U.S. public K-12 schools (out of approxi- service activities.”About one-third of schools students’ academic achievement and school mately 84,000 public schools) currently engage (30 percent) currently engage their students in engagement. about 15 million students in community service. service-learning, a level that is consistent with the 1999 study (Figure 1). However, this new ■ 8 out of 10 principals in schools that offer Furthermore, we estimate that roughly 23,000 service-learning say that it has a positive public schools offer service-learning projects and study does point to meaningful declines in both impact on academic achievement, teacher programs, engaging roughly 4.5 million K-12 community service and service-learning satisfaction, school climate, school engagement, students in some form of curriculum-based opportunities in middle schools. and community’s view of youth as resources. service.2 Thus, community service has become

6 G2G Display 1 About the Study As part of its Growing to Greatness service- learning initiative, National Youth Leadership Figure 1 Council commissioned Westat, Inc. (in Trends in Use of Community Service and Service-Learning consultation with Search Institute and Brandeis in U.S. Public Schools University), to conduct a national study of Percentages of school principals who say their school offers community service and service-learning. community service and service-learning in U.S. elementary, middle, and high schools.The survey 100 ■ ■ was made possible with the generous support of 1999* 2004 90 the State Farm Companies Foundation, which seeks to build strong communities by engaging 80 83% 83% all citizens — young and old — as active 77% 70 contributors to the common good. 70% 69% 60 64% Ellen Tenenbaum served as the project manager 60% 55% for Westat.The sample and survey were designed 50 High schools Middle schools for comparability to the national survey of 46% 45% service and service-learning conducted by 40 Westat for the U.S. Department of Education Elementary schools 38% 30 in 1999. (See Skinner & Chapman, 1999.) 32% 30% 30% 25% 20 22% In January 2004, surveys were mailed to principals of 2,002 public K-12 schools. Data 10 Total Total were collected by mail or follow-up telephone Community Service Opportunities** Elementary schools Middle schools High schools Service-Learning Opportunities*** 0 interviews through mid-February 2004. In all, 1,799 schools participated, representing a * From Skinner, R., & Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics: remarkable 91 percent response rate. Forty-seven Statistics in Brief (NCES 1999-043).Available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999043. ** Community service was defined in this study as follows:“Community service activities that are non-curriculum-based and are recognized by and/or percent of participating schools were elementary arranged through the school.” schools, 26 percent were middle schools, and *** Service-learning was defined in this study as follows:“Curriculum-based community service done through the schools that integrates classroom instruction with community service activities.” 28 percent were high schools. Principals responded for 52 percent of the schools, with Maintaining their commitment to community which principals see current trends in education the rest of the sample composed mostly of service and service-learning in the midst of as supporting or hindering engagement in counselors, assistant principals, and teachers. major budget cuts, a focus on “basic” subjects service-learning.) Only 1 percent of the respondents were and teaching approaches, and required standards service-learning directors or specialists. of learning attests to the staying power of Principals See Many Benefits community service and service-learning in of Service-Learning More complete information on the study and the life and mission of today’s schools. (Further its findings will be available in a detailed report, One of the reasons for the staying power of analyses are underway to determine the extent to which will be posted on www.nylc.org. service-learning is likely the wide-ranging

G R O W I N G T O G R E A T N E S S 7 Community Service and Service-Learning in Public Schools

benefits that principals see resulting from service- comes (Figure 2).The vast majority of principals perceptions of benefits, they are consistent with a learning — benefits that address specific believe that service-learning has a very or somewhat wide range of research showing the positive impact challenges and priorities faced by today’s schools. positive impact on all 10 outcomes (including of service-learning on students, schools, and The survey asked principals who report having students’ academic achievement), with the highest communities (see Billig, this issue; and Scales & service-learning in their school whether it has a impact being on students’ citizenship, personal and Roehlkepartain, this issue). very positive, somewhat positive, or little or no social development, and school-community relation- positive impact on various student and school out- ships.While these findings are based on principals’ Low-Income Schools Offer Less Service- Learning, But See Greater Benefits In a time when schools are being held particularly Figure 2 accountable for engaging low-income students, it is important to examine the utilization of Service-Learning Perceived to Have a Broad, Positive Impact service-learning — and its perceived benefit — Principals in schools with service-learning who say it has a very or somewhat positive impact in each area. in schools serving low-income students.While Very and schools serving mostly low-income students3 are ■ Very Positive ■ Somewhat Positive Somewhat Combined less likely to use service-learning (29 percent of Students’ citzenship/ 61% 92% these schools offer service-learning, compared to civic engagement 31% 36 percent of other schools), those that do tend School-community 60% 91% to see greater positive impact on their students relationships 31% than do schools serving students from higher- Students’ personal and 58% 91% income levels. social development 33% School climate 45% 88% Low-income schools that do offer service-learning 43% tend to see a greater impact on students than other School engagement 44% 88% schools in student achievement and school engage- 44% ment, as shown in Table 1. If these perceptions are Community’s view of 49% 85% accurate, they suggest that service-learning could youth as resources 37% be an important strategy for addressing these key Teacher satisfaction 42% 85% priorities connected to the federal No Child Left 43% Behind education initiative. Academic achievement 32% 83% 51% Quality of Service-Learning Programs Attendance 34% 74% Is Mixed 40% Despite the “critical mass” of schools engaging Parent involvement 26% 71% students in service-learning and the perceived 45% positive impact of those efforts, many questions 0 10 20 30 40 50 60 70 80 90 100 remain about the quality of those experiences in schools.The field of service-learning has identified

8 G2G several critical principles for effective practice (see, for example, National Youth Leadership Council, 1999), yet most schools that say they are doing service-learning are not meeting many of these standards.

For example, most schools that do service-learn- ing say they primarily offer one-time events (80 percent) or projects that last less than one month (76 percent). Longer events — which are central to a more intentional service-learning approach — are much less common. Further- more, only a minority of schools (36 percent) that do service-learning have student participa- tion in performing needs assessments to identify possible projects — a type of student participa- tion that is considered foundational to effective service-learning. Further analysis will explore these dynamics more fully, but they point to ongoing needs for staff development and institutional commitment to doing service- learning effectively. Little Funding, Infrastructure Available to Support Service-Learning Table 1 Despite the perceived value and impact of Higher Impact Perceived in Low-Income Schools service-learning, it appears that most schools that offer service-learning have relatively little Percent of principals in schools that offer service-learning who say it has a “very positive” impact on dedicated financial support, coordinating person- each outcome area, by the average poverty level of the students the school serves. nel, teacher training, or incentives to support Schools Poverty Level* Areas of Impact** Low Moderate High their programs and projects. Indeed, it appears that financial support for service-learning has Students’ academic achievement 32% 28% 43% declined significantly in the past five years. Some School engagement 49% 40% 54% evidence of this lack of infrastructure support includes the following: * Low poverty: 0-24 percent of students are eligible for free- or reduced-price lunches. Moderate poverty: 25 percent to 54 percent of students are eligible. High poverty: 55 percent or more students are eligible. • Two-thirds of school principals (66 percent) ** Differences on other areas of impact were either not statistically significant or were only marginally significant, making them not meaningful due to small sample sizes. in schools that offer service-learning say

G R O W I N G T O G R E A T N E S S 9 Community Service and Service-Learning in Public Schools

neither their school nor their district has a Capitalizing on Widespread Support American adults would support service-learning written policy encouraging or requiring and a Core Leadership Base in their local schools — though only about service-learning. This study reaffirms the potential and power of one-third of the adults were previously familiar • Only 15 percent of schools that offer service- service-learning as a strategy for simultaneously with the concept. In addition, parents with learning have a part-time service-learning engaging young people in civic and community students in schools are most supportive coordinator at the school or district level, and life, promoting their healthy development, and (Roper Starch Worldwide, 2000). only nine percent have a full-time coordinator. strengthening their education. It reveals a core Despite the consistent evidence of support for • Some financial help is available within about of school leaders who believe strongly in the student engagement in community service and half of the schools that offer service-learning. service-learning, the study highlights two critical Mini-grants for service-learning programs or challenges.The first is the challenge of expanding curriculum development are available in service-learning beyond the core group of one- 49 percent of schools, and 51 percent of schools have funds available to offset the costs of This study reaffirms in-three schools that offer students these service-learning projects or programs. opportunities to serve and learn — a level that the potential and power has remained unchanged across the past five years. • Sixty percent of schools or districts that have of service-learning The second challenge lies in strengthening service- service-learning support teachers in attending as a strategy for learning’s infrastructures, supports, and effective service-learning training or conferences outside implementation so that it can spread within and of school. However, only 34 percent of schools simultaneously engaging beyond these schools to become an integral, with service-learning have sponsored in-service sustainable commitment of schools. training in service-learning at the school or young people district level in the past three years. in civic and community life, These findings only begin to reveal the learning •Very few schools make structural changes that promoting their healthy that will emerge from this new study.Among other facilitate more effective service-learning. For things, additional analyses will examine differences example, only 14 percent of schools that offer development, and across different grade levels of schools, variations service-learning reduce course loads for teachers strengthening their education. across different sizes of schools, barriers to service- so that they can develop or supervise service- learning implementation, available infrastructures learning, and only 17 percent offer extra and supports in schools, and additional insights planning time for service-learning activities. based on the economic realities of students • Only about one in four schools track basic importance and power of service-learning — even being served. data on the scope of their service-learning in the face of pressure to focus time and resources efforts — much less its relationship to key areas elsewhere. As this wealth of learning enters the dialogue of accountability, which makes it much more of educators, service-learning advocates, policy- difficult to make the case for service-learning The potential for service-learning becomes even makers, and community members, these insights as a core educational strategy and priority. clearer when these findings are paired with the will, we hope, stimulate more educators to 2000 Roper Starch Worldwide survey of American embrace service-learning as a powerful strategy for adults.That study found that nine out of 10 enhancing student achievement and engagement.

10 G2G Even more important, we hope that it helps to fuel a broad and deep commitment to recogniz- ing and engaging young people as positive resources for communities — and their first steps in being engaged, active, contributing citizens for the nation and world. G2G

References Billig, S. (this issue). Head, heart, and hands:The research on K-12 service-learning. In National Youth Leadership Council (2004). Growing to Greatness:The State of Service-Learning Report. St. Paul, MN: National Youth Leadership Council. Hoffman, L. (2003). Overview of public elementary and secondary schools and districts: School year 2001-02 (NCES 2003-411). Washington D.C.: Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Downloaded from www.nces.ed.gov/pubs2003/overview03/indes.asp National Youth Leadership Council (1999). Essential Elements of Service- Learning. St. Paul, MN: National Youth Leadership Council. Roper Starch Worldwide (2000). Public attitudes toward education and service-learning. New York:Author.Available at www.learningin- deed.org/tools/other/roper.pdf. Scales, P.C., & Roehlkepartain, E. C. (this issue) Service to others: A “gateway asset” for school success and healthy development. In National Youth Leadership Council (2004). Growing to Greatness:The State of Service-Learning Report. St. Paul, MN: National Youth Leadership Council. Skinner, R., & Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education Statistics: Statistics in Brief (NCES 1999-043).Available for down- loading at http://nces.ed.gov/pubsearch/pubsinfo.asp? pubid=1999043

1. Half of the respondents (52%) were principals, with counselors, office secretaries, assistant principals, teachers, and others together making up the remainder of the sample. For simplicity, we refer to the total sample as “principals” in this article, since each person completed the survey at the request of the principal. 2. These estimates are derived from this study’s findings and statistics from the U.S. Department of Education on the number and aver- age size of public elementary, middle, and high schools in the United States (Hoffman, 2003). 3. For this analysis, we grouped schools into three groups based on the principal’s estimate of the percentage of students who are eligible for the federal free- or reduced-price lunch program (a standard indicator of poverty). Low-income schools were those with 55% or more of their students qualifying for this federal program.

G R O W I N G T O G R E A T N E S S 11 Heads, Hearts, and Hands: The Research on K-12 Service-Learning Shelley H. Billig, Ph.D., RMC Research Corporation, Denver In this article, the research on service-learning that tioners of what service-learning is and is not.The has been completed in the past few years will be biggest confusion appears to lie in the distinctions summarized.The article will show how educators, between service-learning and community service. researchers, and the general public have begun to f you were going on a weight-loss diet, as so define the “it,” that is, the essence of service- Confusion Between Community Service and Imany of us have, you would ask a few hard learning. It will address how the research has begun Service-Learning. Pritchard (2002) provided both questions about any program that a friend or to converge on the effects that service-learning insight and data to help draw the distinctions physician suggested. First, you would want to know appears to have on students in three domains: between the concepts and to shed light on current what the diet is (“Atkins? South Beach? What’s cognitive (“heads”), affective (“hearts”), and practice in the United States. He analyzed three that?”). Next, you would want to know if it works behavioral (“hands”), along with effects on schools data sets: the 1999 U. S. Department of Education (“How much weight have people lost on that diet? and communities. Finally, the article will look at study that examined prevalence of community Really?!”). Finally, you might ask,“What do I need what the research has begun to discover on the service and service-learning in public schools in to do to make it work best?” – Or perhaps,“How aspects of quality programming.That is, what do the United States, the “Service-Learning Survey” do I know it will work for me?” (e.g.,“I don’t like we want to do within the experience of service- that examined prevalence in private schools, and some of these foods.What should I do?”“But what learning that helps us to maximize outcomes? the 1999 National Household Education Survey if I’m traveling? Then what do I do?” or “I don’t More plainly, how to make it work best? The paper that examined prevalence in both types of schools. eat meat.What about me?”) There are probably will culminate in a discussion about the conditions lots of other questions you might ask, but these under which different “quality indicators” matter. These surveys showed that at least some students in are most likely the big three. (How can I make it work best for me?) As you 68 percent of all public schools, and in 88 percent will discover, none of these issues is easy, but of all private schools, participated in either service So it goes with service-learning. If you call an the research community is beginning to make or service-learning. Rates were lowest in elemen- educator, parent, or policy-maker who does not headway. In addition, researchers are recognizing tary schools and highest in high schools. In terms know anything about service-learning, but cares how important it is for their work to be translated of student participation, the National Household about education, they will probably ask you the into advice for service-learning programs.This Education Survey showed that over half of the same three questions: article will attempt to do that, too. public school students in the sample were found to • What is it? (the “it” is service-learning); participate in service or service-learning and that • Does it work? Does it produce the outcomes Definitions of Service-Learning the percentages of private school students that we are seeking? Over the past several years, the literature shows participated were even higher. Of those who said that there is still some misunderstanding among they provided service, about half said they partici- • What does it take to make it work best? (And/or, pated in service-learning.The conclusion was that will it work for me?) researchers, the general public, and even practi-

12 G2G about one quarter of all students participate in service-learning and about three-quarters of all schools participate in service-learning.

Pritchard (2002), however, goes on to show that these statistics may be a little misleading since they are based on different definitions of community service and service-learning. In the survey of public schools administrators, for example, Pritchard reported that when respon- dents were asked to use a definition of service- learning that included clearly identified learning objectives, student involvement in selecting or designing the service activity, a theoretical base, integration of service with academic curriculum, for the two terms.Whether their programs were teachers called their approach “service-learning,” and student reflection, the percentage reporting that called community service or service-learning, there were sizable variations in learning objec- their schools were engaged in service-learning fell to most students engaged in tutoring, providing tives, activities, program components, and teacher 32 percent. companionship, working on environmental roles. In her study, more teachers mentioned issues, and distributing food or other goods. In application of disciplinary knowledge and In the private school study, respondents were both types, educators focus on the relationship awareness of social or civic issues as being part of asked to say whether they were engaged in between the community and the student the defining characteristics of service-learning. service or service-learning, but no definitions service provider. These teachers tended to be less focused on were given. In that study, only 9 percent social/personal development and career develop- described their programs as service-learning. Different objectives. The objectives identified ment skills. However, there were 29 different Surprisingly, though, a large number who said for the activity, however, differed somewhat, but categories of objectives that were identified. that they were engaged in community service only among administrators. Community service Probing these results, she found that the design and not service-learning said that the community activities were more often associated with civic and implementation of service-learning activities service included curricular integration engagement and caring/altruism while service- appeared to be influenced by: (62 percent); connection to an academic class learning was more often connected to learning • The clarity and specificity of teachers’ goals; critical thinking skills, problem-solving, and (26 percent); student reflection (61 percent); and • The degree to which the goals were discussed other cognitive or academic outcomes. students designing service projects (61 percent). with students; Same activities, same emphasis. Another indicator Other researchers have found similar results when • The roles established for teachers and students; that the two concepts were being confused with examining the varieties of objectives associated and each other was the way in which activities were with service-learning.Ammon (2002), for • The connection with activities and content in described as either community service or service- example, studied service-learning implementation specific curricular areas. learning.The activity lists were nearly identical among teachers in California.While all of the

G R O W I N G T O G R E A T N E S S 13 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

Conclusion. These analyses by Pritchard and Cognitive/academic impact (“heads”) Educational Assessment Program (MEAP). Survey Ammon shed some light on the variations in Because service-learning generally occurs within responses on school engagement scales, and test definitions apparent among different stakeholder the school environment, there is great interest in scores of students who were engaged in service- groups.A quick scan of the research literature identifying the academic or cognitive outcomes learning, were compared with a group of students affirms this result: practitioners, policy-makers, and of participation.The emphasis on this aspect of from similar sites who did not participate in researchers simply do not define service-learning service-learning has grown in the current educa- service-learning.The study had 1,988 student in consistent ways. So the answer to the question, tional context that strongly stresses school account- respondents, 1,437 of which participated in “What is service-learning?” appears to vary depending ability and standards-based education.The No service-learning.Teachers who facilitated service- upon whom you ask. Child Left Behind Act of 2001 has been shown to learning activities also responded to a survey to have a strong impact on schools and instructional determine the service-learning content and quality. Effects of Service-Learning on decision making through its accountability Participating Students provisions (Hess, 2003), especially in terms of the Results from this Michigan study showed that In 2000, a summary of the research literature relative emphasis of content area instruction (with service-learning students in Grades 7–12 were (Billig, 2000) showed that the evidence of the a heavier emphasis on reading/language arts and more engaged cognitively in English language arts positive effect of service-learning on participating mathematics) and on the need to devote less time than comparison students. No differences were students was beginning to build in four areas: to subjects that are not considered to be part of found in other areas of affective or cognitive engagement, and service-learning students were • Academic or cognitive domains – that is, what the core curriculum. However, many schools and behaviorally less engaged than comparison students students were learning in terms of content or school districts (see, e.g., Berman, 2000; Education (e.g., paying attention in class and turning home- higher-order thinking skills as a result of their Commission of the States, 2001) have embraced work in on time). For younger students, Grades participation; service-learning as a key part of their educational reform efforts, either as a strategy for cognitive 2–5, there were statistically significant differences in • Civic domains – that is, connection to society development, for revitalizing the civic mission of all aspects of cognitive engagement, with service- and community; schools, or for helping to develop character and learning students more engaged than their nonpar- • Personal/social domains – that is, personal and other traits. ticipating peers.This meant that service-learning interpersonal development in areas such as youth students were more likely to pay attention to empowerment, respect for diversity, self-confi- There are still only a limited number of studies schoolwork, concentrate hard on learning, and try dence, and avoidance of risk behaviors; and that have been conducted to show the academic as hard as they could in class. • Career exploration skills – such as knowledge of impact of service-learning, though there are more career pathways and workplace literacy. that are underway.The few studies that have been The study also showed that service-learning was performed have promising results. positively associated with test scores on the MEAP for students in the fifth grade. Compared to non- The results summarized in that article have found a participating students, statistical tests show that good deal of support in more recent studies that Michigan Learn and Serve Study: A study of service-learning students scored significantly higher have been conducted. New studies in each of these Michigan Learn and Serve sites conducted by on the writing test, the total social studies score, domains will be summarized next. RMC Research (Billig & Klute, 2003; Klute & Billig, 2002) examined the impact of participation and three of the social studies strand scores: on students’ school engagement and on perform- historical perspective, geographic perspective, and ance on the state assessment, the Michigan inquiry/decision-making.The differences in test

14 G2G scores between the two groups also approached higher in all of the academic measures, though stewardship service-learning program, on state positive statistical significance on the earth significant differences were only found between achievement scores.The analysis showed that science test. No significant differences were the service-learning condition and the “no- New Hampshire students in the sixth grade had found among students at the other grade service” condition, and not between service- significantly higher achievement scores on the levels tested. learning and community service or service-based state assessments in the areas of language arts, internships.Ammon, Furco, Chi, and Middaugh mathematics, science, and social studies than Philadelphia Need in Deed Study: In another (2001) found that the factors that seemed to be their past averages. No differences were found study by RMC Research, 6th-grade students related to higher academic impacts were clarity for 3rd-grade students.Vermont 6th-grade who participated in Need in Deed, a service- participants also scored slightly higher and 2nd- learning programmatic approach that was grade students scored much higher in reading implemented in Philadelphia, were found to have and word analysis. No other differences were statistically significantly higher test scores on the found.The author suggested that the differences Te r ra Nova, a standardized test, in the areas of Service-Learning, in outcome might have been related to the language arts and science.The same effects were degree of quality implementation at the sites. not found, however, for 4th- and 8th-grade then, does appear There was also a general lack of agreement with participants. Qualitative data revealed that some to have a positive impact a survey item that asked whether participation in of the differences might be explained by the on students’ “heads,” projects related to the environment would help content of the service-learning activities and the increase scores on standardized achievement tests. quality of the service-learning experiences. helping them to engage cognitively in school Alternative Schools Studies: Two studies were California Comparison Study: A study by Furco performed with alternative school students as the (2002) compared high school students who and score higher in primary respondents of the study. Laird and Black participated in service-learning with students certain content areas on (2002a) compared the academic outcomes of who performed community service, those who state tests. students in an alternative school in Michigan engaged in service-based internships, and those that implemented the Literacy Corps, a service- who performed no service at all.The study learning tutoring program, with students who addressed several domains, one of which was were on the waiting list for the alternative academic. For this study, academic outcomes school. Literacy Corps participants had statisti- were defined in terms of mastery of course cally significant positive differences from content, thinking and problem-solving skills, and of academic goals, clear connections between non-participants in overall grade-point average, attitudes toward learning. Data analysis showed goals and activities, reasonable scope, and support English grades, and math grades, and slightly that students engaged in any type of service through focused reflection activities. higher scores on the MEAP in science. Kraft and had significantly higher scores on surveys that Wheeler (2003) interviewed students and tracked measured attitude toward school, though some of New England CO-SEED Sites: RMC Research achievement of students in a Kansas alternative the differences may be explained by gender and (Klute, 2002) studied four sites in three New school. Qualitative data showed a strong differ- school site (where students generally were more England states to determine the impact of ence over time in attitude toward school and negative).The service-learning group scored participation in CO-SEED, an environmental learning, and positive increases on a six-trait

G R O W I N G T O G R E A T N E S S 15 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

writing assessment, changes in scores on a set of Flint, Michigan, Study: A study by Smartworks school than did control students, but reported no reading level indicators, and grade-point averages. Incorporated (n.d.) surveyed service-learning other differences on achievement variables between No comparison groups or baseline measures were students in Flint, Michigan, in Grades 3, 5, 8, and the service-learning and control groups unless used, however. 10 about their learning. More than two-thirds dimensions such as the amount of reflection were reported that their participation helped them taken into account. Study of “At-Risk” Students: Hecht (2002) understand what they were learning in school conducted a study of Delaware students who were and improved their academic achievement. Studies of Student Problem-Solving: Three studies educationally “at risk” because they were retained were conducted that examined the impact of or administratively assigned to seventh or eighth Other Studies of Impact of Participation on service-learning on students’ problem-solving grade.These students read to pre-schoolers at a Grade-Point Averages and Perceived Learning abilities and cognitive complexities.The studies, local community center as part of their English Several other studies showed the impact of partici- conducted by RMC Research in Philadelphia, language arts class. In interviews, observations, pation on grade-point averages and general ratings Denver, and Waianae, Hawaii, examined the degree and document reviews, Hecht demonstrated that of young people’s learning. Surveys of Learn and to which students changed in the way they under- students who engaged in service-learning found Serve participants in Wisconsin (Kirkham, 2001) stood and tried to solve community problems as unexpected enjoyment and fun in their participa- found that 97.9 percent of teachers who offer posed in scenarios on essay prompts. Repeated tion.All students described the program in positive service-learning said that students learned more “measures analysis” was performed and in each terms, showing that service-learning appeared to than what they would have learned through regular case, strong positive results were found among increase their engagement in school. instruction. Nearly half (46.4 percent) reported the students.After engaging in service-learning, that students’ grades improved and 35.8 percent students were much more apt to view social or Waianae, Hawaii, Study: Billig and Meyer (2002) reported that absenteeism decreased. High school community problems as systemic rather than and Billig, Meyer, and Hofschire (2003) conducted students who participated generally affirmed these personal, become more action oriented in their research on the Hawaiian Studies Program in findings. On a survey, 77 percent said that they solutions, pose more solutions, and advance more Waianae, Hawaii. Students in this program engaged acquired new skills, knowledge, and interests; realistic solutions. In the Hawaiian study, students in a variety of service-learning rotations that 67 percent reported that they gained a broader also were more likely to become more empathic focused on connecting them with the community understanding of people and places; and 62 percent and take a deeper, more analytic approach to the and their cultural heritage. Compared to their said they had a better understanding of the problems. In the Philadelphia study, the younger peers at the same schools, service-learning partici- community and how it works. In their evaluation children had stronger results than older students. pants were statistically significantly more likely to of KIDS Consortium, Ritchie and Walters (2003) think school was stimulating.At the “trend level,” showed that both middle and high school students Conclusion (Heads Up): While there are still too they were also more likely to say that school was had statistically significant increases in their motiva- few studies on the academic impact of participation interesting and fun. In focus groups, these students tion to learn, putting forth the necessary effort to in service-learning, the trend revealed by these most often said that their participation resulted reach a goal, and understanding of everyday life. studies is generally positive. Students who partici- in learning practical knowledge and skills, and Melchior and Bailis (2002) found that Learn and pated in service-learning were found to have learning about the Hawaiian culture. Serve participants had strong impacts on school scored higher than non-participating students in engagement and math scores. Scales, Blyth, Berkas, several studies, particularly in social studies, writing, and Kielsmeier (2000) found that service-learning and English/language arts.They were found to students talked more with their parents about be more cognitively engaged and to be more

16 G2G motivated to learn. Studies show great promise 2004; Kahne & Westheimer, 2002; Levine & for service-learning as an avenue for increasing Lopez, 2002). Policy-makers and educational achievement among alternative school students leaders alike have noted the woeful lack of and other students considered “at risk” of school interest in civic activities among youth and failure. Studies on school engagement generally express concern about the future of democracy show that service-learning students are more (for example; Education Commission of the cognitively engaged in school, but not necessarily States, 2002; National Commission on Service- more engaged behaviorally. Studies of students’ Learning, 2002). problem-solving abilities show strong increases in cognitive complexity and other related aspects of The 1998 National Assessment of Educational problem-solving. Service-learning, then, does Progress (NAEP) confirms that young people are appear to have a positive impact on students’ not knowledgeable about many of the social and “heads,” helping them to engage cognitively in political institutions that govern American life. school and score higher in certain content areas This national assessment measured: on state tests. Some of these outcomes are • Student knowledge of government and mediated by the quality of the program, to be society; discussed later in this article. Interestingly, this decline in civic engagement has • Intellectual and participatory skills — including been paralleled by an increase in volunteerism by the ability to identify and describe, explain Civic/citizenship impact (“hands”) young people. Studies estimate that over half of and analyze; and evaluate, take, and defend a young people participate in voluntary service Recent evidence suggests that there is a growing position; and (Skinner & Chapman, 1999).As Putnam (2000) problem of civic disengagement among youths • Civic dispositions, such as willingness to optimistically remarked,“A wide range of evi- in the United States, particularly those currently become an independent member of society; dence . . . suggests that young Americans in the in high schools.Young people in high school assuming personal, political, and economic 1990s displayed a commitment to volunteerism report having little interest in civic and political responsibilities of citizenship, respecting without parallel among their immediate prede- affairs and little knowledge of, or trust in, the individual worth and human dignity; cessors.This development is the most promising political system (Levine & Lopez, 2002; National participating in civic affairs in an informed, sign of any that I have discovered that America Commission on Service-Learning, 2002;Torney- thoughtful, and effective manner; and might be on the cusp of a new period of civic Purta, 2002). Results from a recent poll indicate promoting the healthy functioning of renewal, especially if this youthful volunteerism that many young people do not feel they can American constitutional democracy. persists into adulthood and begins to expand make a difference, solve problems in their beyond individual caregiving to broader engage- communities, or have a meaningful impact on ment with social and political issues” (p. 13). politics or government (Lake Snell Perry & Results showed that 65 percent of 12th-grade Associates & The Tarrance Group, Inc, 2002). students scored at the basic level, 26 percent at the proficient level, and four percent at the The 2003 publication of the “Civic Mission of Yo ung people do not vote in percentages equal Schools” (Carnegie Corporation of New York to those in earlier generations (Levine & Lopez, advanced level.Those who scored the lowest were from schools with high poverty. & CIRCLE, 2002) along with the “National 2002) and they are not connected to political life Commission on Service-Learning Report,” in the same ways as those in the past (Flanagan,

G R O W I N G T O G R E A T N E S S 17 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

(2002) stimulated or at least re-energized the Schools are considered to be the appropriate social Colorado Learn and Serve Program: A study of the national debate on the need for schools to play a institution to accomplish these goals both because impact of the Colorado Learn and Serve program stronger role in preparing young people for rights they are the only institutions that have the capacity (Kim & Billig, 2003; Klute, Sandel, & Billig, 2002) and responsibilities associated with U.S. democracy. and mandate to reach virtually every young person, examined 35 classrooms and 761 students, about The “Civic Mission of Schools” summarized the and because they are a key contributor to the half of whom participated in service-learning and discussions and recommendations of a group development of social norms.The school environ- half of whom did not. Results for these students of scholars and educators who examined the ment can relatively easily be shaped to accomplish showed a statistically significant difference in declining engagement of young people in civic these citizenship goals, particularly since schools connection to community, connection to school, engagement activities such as voting and working already address the cognitive and social foundations and civic responsibility for those participating on issue and election campaigns.Authors pointed for activities that research shows are related to in service-learning relative to their non- out that strong democracies need competent and reaching these goals.The “Civic Mission of participating peers. responsible citizens. Four goals for civic education Schools” positions service-learning as a were specified: “promising practice.” California Service-Learning Programs: Ammon • Assist students to become informed and et al. (2001) in their study of CalServe Service- thoughtful about American democracy through The National Commission on Service-Learning Learning Partnerships conducted a pre-/ an understanding of history and democratic Report,“Learning In Deed,” also calls for schools post-survey at 38 sites with schools engaged in principles, including awareness and understanding to take a strong role in helping students develop service-learning.This study found an increase in of public and community issues, primarily civic knowledge and skills.This report casts its civic engagement in some, but not all sites.The through the development of skills that help recommendation in the form of reclaiming the differences in impact were attributed to differences young people obtain and analyze information, public purpose of education, and shows that in programmatic goals; disparity in the ways in develop critical thinking skills, and enter into service-learning is an approach that is uniquely which attitudes changed; the ways in which dialogue with those who hold different poised to help young people acquire civic virtues, previous service experiences were linked to perspectives; especially when service-learning is designed civic engagement; and the differences in student • Increase students’ participation in communities to encourage public dialogue and community thinking about good citizenship. Furco’s (2002) either through membership or through service, connections. study of California’s high school programs also as a way of addressing cultural, political, social found a statistically significant difference in favor and/or religious interests and beliefs; Typically, the area of civics and citizenship contains of service and service-learning on students’ calls for the acquisition of knowledge (most often awareness of societal issues and willingness to take • Show students how to “act politically” by facilit- reflected in standards and measured by the National active roles in the community. ating the acquisition of skills and knowledge Assessment of Educational Progress), skills, and related to group problem-solving, public dispositions or virtues. Service-learning research Philadelphia Freedom Schools Junior Leader Study: speaking, petitioning, voting, and serving other in the area of civic engagement and citizenship is Freedom Schools have a rich history of helping public purposes; and growing exponentially, especially in response to African-American students and others to connect • Help students to acquire virtues such as concern these calls for increased civic education. Some of to their cultural heritage and to empower young for the rights and welfare of others, efficacy, the more recent studies are summarized next. people to develop leadership skills and help their tolerance, respect, and social responsibility. communities, both through direct action and capacity-building.An evaluation of the Freedom

18 G2G Schools Junior Leader program in Philadelphia Rural Community Study: Henness (2001) from their evaluations of Serve America, Learn (Billig, 2002a) showed how powerful this conducted a study of service-learning in 11 and Serve, and Active Citizenship Today (ACT). approach can be. High school students were Midwest rural communities. He found that Student participants in each of these programs selected through an application process, were student social capital development (e.g., their were in middle and high schools across the provided with intensive professional develop- relationship with adult civic leaders and United States. In each of these programs, students ment, provided tutoring to elementary school community organizations) was much higher in engaged in service-learning, though there was students in the summer, and engaged in a students who participated in service-learning less service-learning in ACT than in the other year-long service-learning project on issues than those who did not.There were no programs. However, the Learn and Serve program directly affecting the community.The evaluation participants were in schools that had “fully showed that over time, participants increased in implemented” service-learning, while the Serve statistically significant ways on measures of America and ACT participants were randomly connectedness with community, connectedness Most but not all, of the selected. Results indicated that both the Serve to American society, taking action and making America and Learn and Serve programs had a changes in their communities, developing a studies of service-learning statistically significant positive impact on students’ realistic perspective about higher education and its impact on civic attitudes and behaviors, particularly in requirements, and acquisition of a variety of the areas of personal and social responsibility leadership skills, including the ability to various measures of for the welfare of others; personal and social plan projects. civic engagement show responsibility for community involvement, that service-learning has service leadership, acceptance of diversity, and Waianae, Hawaii, Study: In the same study communication skills. Impacts were greatest cited previously, researchers (Billig, Meyer, & positive results — among high school students.The greatest impacts Hofschire, 2003;Yamauchi, Billig, Meyer, & particularly for the were in those areas that were directly affected Hofschire, in press;) showed that service-learning by service-learning rather than on broad social participants had statistically significant positive domains of civic skills responsibility areas.These researchers also found outcomes on their feelings of contribution to the and dispositions. that quality matters, and that sustaining participa- school and to the community; had feelings of tion over time was associated with more lasting being a valued part of the community by adults impacts.ACT also had a number of positive and other students; had pride in school; under- impacts, particularly in the area of communi- stood issues that affect the well being of the cation skills development. community, and took actions to make changes in differences in human capital development in the community. Service-learning students were terms of civic knowledge, skills, and values. Kahne, Chi, and Middaugh (2002) evaluated the also significantly more likely to want to help Constitutional Rights Foundation’s City Works others and, at the “trend level,” were found more Relative Efficacy of Service-Learning: Several program, administering a pre-/post-survey to likely to be involved in activities that will make studies have been conducted to examine the students who participated in the program and people’s lives better. effects of service-learning on civic engagement those in control groups.They also conducted relative to other school-based interventions. classroom observations and focus groups.These Melchior and Bailis (2002) compared results researchers found statistically significant greater

G R O W I N G T O G R E A T N E S S 19 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

commitments to become a participatory citizen, in a study of CO-SEED, an environmental steward- as quality, the attributes of the server — such as to justice-oriented values, and an interest in service ship program described previously, found more intellectual stimulation, socialization, and practice generally among City Works students compared to agreement than disagreement from students that — and the degree of institutionalization of non-participants.At the “trend level,” they also they felt a greater connection to local communities. practices on service and service-learning impacts. found that City Works participants had greater Colorado elementary school students in another They conclude that the type of service that personal responsibility, knowledge of social net- environmental project, Earthwalk, were found to produces the most consistent positive results is works, leadership skills, and civic efficacy.When the significantly increase their desire to make a differ- service-learning (p. 360). researchers deconstructed the components of City ence in the community (Billig & Salazar, 2003). Works to see which type of intervention had the Finally, students who participated in a Denver Zoo Conclusion (Hands Up and Down): Most, but not greatest impacts, however, simulations and exposure service-learning program also significantly increased all, of the studies of service-learning and its impact to role models were found to have a greater impact their ratings on survey items related to young on various measures of civic engagement show that than service-learning. Service-learning had a people’s abilities to make a difference and indicated service-learning has positive results — particularly positive impact, but the impact was in fewer areas that all young people should contribute. Differences for the domains of civic skills and dispositions. — specifically, the development of personal were also found on measures of the need to take The mixed results here have been analyzed by responsibilities, social networks, and increased responsibility for the environment (Meyer, 2003). the researchers as being related to the quality and commitment to service.The authors conclude that intention of service-learning programs.When the opportunities to work on issues that matter to Meta-analysis: Perry and Katula (2001) conducted service-learning is intentionally oriented to a civic students and learn about aspects of society that a “meta-analysis” to examine the extent to which outcome, it appears to produce that outcome most need changing were the key to producing broad service affects citizenship.These researchers found of the time, especially for high school students. civic engagement impacts. that three dimensions of citizenship were impacted However, for many programs, civic engagement by service: is not an intentional goal, and in those cases, Environmentally Responsible Behaviors: Covitt • Individual’s motivations and skills that include it appears that service-learning may not (2002) compared middle school students engaged civic and political involvement and community accomplish civic outcomes as well as some other in service-learning on environmental projects attachment; cognitive capacities, and ethics; deliberate interventions.As will be seen below, with non-participating peers to determine whether quality matters. • Philanthropic and civic behaviors, defined as service-learning participation was related to motive non-political behaviors that produce public fulfillment,“pro-social” behaviors, and civic out- Social/personal impacts (“heart”) benefits, such as volunteering and charity; and comes related to environmental responsibility. Over the years, the social and personal impacts • Political behaviors, including voting, campaign The two different types of service-learning that of service-learning have been most frequently contributions, service on public boards or were implemented in these programs did not documented.Typical outcome areas that were commissions, and running for public office. produce positive differences on any of the shown to be strongly related to service-learning measures.The author suggests that there are factors included self-efficacy, respect for diversity, self- associated with pre-packaged service-learning The meta-analysis examined both service and confidence, collaborative skills, avoidance of risk programs that may inhibit motive fulfillment and service-learning, and both K–12 and higher educa- behaviors, and resilience (Billig, 2000). Over the achievement of desired outcomes, and differences tion. Perry and Katula describe the influence of past few years, the number of studies in this area in the quality of implementation most likely specific antecedents like parental education and has declined. Researchers in the social-emotional affected the results. Billig, Klute, and Sandel (2001) church attendance, the attributes of service such learning field, however, have embraced service-

20 G2G learning as a key strategy for accomplishing service. Leming found that after one semester, social responsibility and anticipated future the five core social-emotional competencies (self- high school students with the ethical component participation in community affairs.There were awareness, social awareness, self-management, in their service-learning program scored much no differences on measures of self-esteem. relationship skills, and responsible decision- higher on the ethics measures (essays were scored making) that all young people should develop Resilience: A study of the Lions Quest program (Elias, 2003). Social emotional learning theorists by Laird and Black (2002b) examined students’ believe that “social emotional learning provides “risk” behaviors such as potential for dropping the skills while service-learning provides the out of school, use of alcohol and other sub- opportunities to apply the skills” (p. 1). Recent Researchers in the stances, and misconduct.They also conducted studies by researchers in the realm of social/ social-emotional surveys that documented degrees of participation personal impacts are presented next. learning field, however, in service-learning and a checklist of personal gains.This study found that 9th-grade students Ethics: Several studies of the impact of service- have embraced who participated in service-learning classes had learning participation on ethics have recently service-learning as a statistically significantly more positive scores on been conducted. In these studies, ethics were all measures of resilience, and that 12th-grade generally defined as students’ willingness to stand key strategy for service-learning students maintained a low risk of up for what is right, the development of strong accomplishing the dropping out compared to their nonparticipating moral values and judgments, willingness to five core social-emotional peers, including those identified as being at high intervene for the sake of justice, and development risk, initially.Those students who participated in of a strong sense of right and wrong, good and competencies environmental service-learning projects had bad. Furco (2002) once again found that there (self-awareness, social higher scores on interpersonal attitude scales than were statistically significant differences between those who participated in other forms of service. service and service-learning participants and awareness, self-management, Those involved in human service projects started non-participants on all measures of ethics, with relationship skills, and out with lower scores and gained more than far more positive ratings for those who others.This study also showed that those with participate in service or service-learning. responsible decision-making) more service hours showed higher scores on that all young people several areas, particularly measures of positive Leming (2001) examined whether service-learn- should develop community values and interpersonal competen- ing reflection that contained an ethical reasoning cies. Ninth-grade students were also more likely component impacted student “agency” (feeling (Elias, 2003). to decrease their cigarette smoking if they that one could make a difference), social related- engaged in service-learning. ness, and political-moral awareness. Students with the ethical component included within their Other Studies: The Hawaii study cited previously service-learning program were compared to according to an “ethical awareness” index) than (Yamauchi et al., in press) also showed statistically those who engaged in community service with students in either of the other conditions. In significant impacts of service-learning on a reflection but without the ethical component, both service-learning conditions, students scored constellation of measures related to resilience, and with those who did not participate in higher than non-participants on measures of leadership, and prevention of dropping out of

G R O W I N G T O G R E A T N E S S 21 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

school. Similar findings occurred in the “Freedom to develop caring, altruism, and other social/ students and in some cases, produced lower scores Schools Study” (Billig, 2002a) and the “Denver emotional learning associated with “heart.” than the comparison schools with no service- Zoo Study” (Meyer, 2003). In addition, the study learning.The quality variables that had the greatest of Waianae students and Freedom Schools Junior Career Exploration: Several recent studies influence on outcomes were communication, Leaders show strong positive results in terms of affirmed the research that has consistently shown interaction with community members, and linkage connection to cultural heritage. Qualitative data the value of service-learning in helping young to standards. In both cases, when these variables were also provided to support these findings. people explore career options.Yamauchi et al. were present, students were more engaged in (in press), for example, showed students in service- school. Results were mixed for youth voice, In a pilot study of elementary schools, Johnson and learning, relative to non-participating students, had preparation for service work, and whether service Notah (1999) found that 156 primarily Hispanic a stronger set of job- and career-related skills and was mandatory or voluntary — meaning that students had positive, but statistically insignificant aspirations, including knowledge of how to plan sometimes these variables were associated with effects from participating in service-learning on activities, desire to pursue post-secondary educa- higher scores and sometimes they were not. students’ self-esteem and personal responsibility. tion, and job interview skills. Furco (2002) found Challenging tasks, use of assessment for improve- Morgan and Streb (1999) showed that service- strong statistically significant differences on formu- ment, meaningful service tasks, valuing diversity, learning students showed greater empathy than lation of career plans and emphasis on finding a use of reflection, and duration of service-learning comparison groups. Scales et al. (2000) showed career that was personally satisfying and/or were not associated with school engagement in positive impacts of service-learning on concern beneficial to others between the service-learning this study. for others’ welfare and efficacy in helping others. and service groups and the non-participants. Meyer and Billig (2003) in the evaluation of The Philadelphia Need in Deed data (Meyer & “Need in Deed” found that 4th-grade service- Quality Matters Billig, 2002) also suggest that quality of services learning participants scored higher on measures As indicated previously, many of the studies cited and fidelity to the model made a difference in the of altruism and empathy than non-participants, here found that quality of service-learning matters results. Focus groups revealed that in some of the though this result was not found for 6th-grade in terms of the relative impact of service-learning. cases where the impact was lowest, teachers did not students. Finally, Kirby (2001) performed a One of the studies that addressed the impact of implement all of the service-learning activities or meta-analysis of studies that addressed teenage quality most directly was the study of academic did so without allowing enough student voice or pregnancy prevention. He concluded that of all of achievement of Michigan students (Klute & Billig, time for reflection.The Colorado Learn and the programs studied, service-learning had the 2002; Billig & Klute, 2003).As part of the analysis Serve evaluation (Klute et al., 2002), however, greatest positive impact. for this study, teachers were asked to rate their did not find significant differences based on quality service-learning programs on a variety of indicators in terms of school engagement or attachment Conclusion (Big Heart): These studies affirmed the related to the “Essential Elements of Service- to community. strong evidence from earlier research summarized Learning” (NYLC, 1999) and other variables found by Billig (2000) that service-learning produces an to be associated with quality in the research litera- Melchior and Bailis (2002) found that quality array of positive impacts in the area of pro-social ture.When the study controlled for quality, that is, mattered in their study. In comparing outcomes behaviors, acceptance of diversity, connection to when the data on high-quality service-learning of high quality Learn and Serve programs with cultural heritage, development of ethics, and schools were compared with the data on low- Serve America and ACT programs, the high quality strengthening of protective factors related to quality service-learning schools, it was found that programs were found to have much larger impacts. resilience. Service-learning clearly helps students low-quality schools had virtually no impact on Ammon (2002) also found that quality counts, but

22 G2G in her study, quality was related to clarity of trust conversations around justice and moral teachers who used service-learning more teacher goals, dialogue between the teacher development, and issues about whether those regularly were those who were more knowledge- and student about goals, and teachers’ roles as involved were modeling the content of the able about their state content standards, more facilitators in understanding during reflection service appropriately. experienced, and had better understandings of processes. Covitt (2002) also found that quality adolescent development. of implementation affected results. Implementation Issues and Impact on Teachers: Billig (2002b), in a study of service-learning Sustainability and Institutionalization: There Conclusion. It appears as though quality matters, educational reform sites in New Hampshire, were several studies of sustainability and institu- but more studies are needed to determine what tionalization of service-learning. Koliba (2002) aspects of quality make the most difference. Early studied rural schools that were able to sustain results appear to indicate that linkage with stan- service-learning for five years. He found that the dards, intention design, clarity of goals, and direct Kirby (2001) five sustaining schools were more likely to have contact with the community are the strongest adopted school-wide norms for service-learning; predictors of impact on students. performed a meta-analysis a commitment to shared leadership; stable school of studies that leadership; active mission and vision statements; Other Pertinent Research addressed teenage common definitions and terminology to discuss There have been a few studies that have meaning; value and respect for students as com- examined the impact of service-learning on pregnancy prevention. munity contributors; high levels of collegiality teachers and schools, sustainability and institu- He concluded that and trust among faculty and between faculty, tionalization, and costs of service-learning. staff, students, and community members, and a Some of these studies are reviewed next. of all of the shared understanding that learning can take place programs studied, in multiple settings. Sites also had high “leader- ship density,” that is, a large number of advisory Social Trust: Toole (2002) conducted a study on service-learning had the social trust, investigating the types of trust issues boards, committees, and governance structures. that arise among teachers implementing service- greatest positive impact. Billig (2002b) found that sustainability was learning, the degree to which these trust issues related to strong leadership, shared cultural influence service-learning implementation, and norms and expectations, incentives, visibility, whether service-learning raises unique trust availability of financial resources, and measurable issues. He studied the initial Generator School impacts on student achievement. Billig and Network (operated by the National Youth found that teachers involved in service-learning Klute (2001), in their retrospective study of Leadership Council) and selected a sample of tended to have different needs at different stages W.K. Kellogg Foundation grantees, showed the seven K-8 sites. Results indicated that social of implementation. Implementation in these value of the cultivation of long-term community trust issues emerged throughout all dimensions schools appeared to be easiest when there was a partners, funding for a permanent staff position, of service-learning implementation and that the critical mass of teachers involved in support and tangible and positive results, connection to issues influenced implementation. High trust implementation, and when philosophies around educational reform, and ongoing support from environments were associated with smoother teaching and learning were more alike. Seitsinger advisors and leaders. processes. Service-learning provoked specific and Felner (2000) found that middle school

G R O W I N G T O G R E A T N E S S 23 Heads, Hearts, and Hands: The Research on K-12 Service-Learning

Cost/Benefit: Melchior (2000) took on the task ence. However, the research shows that K–12 Billig, S. H., Meyer, S., & Hofschire, L. (2003). Evaluation of Center for Research on Education, Diversity, and Excellence demonstration site, the of determining the costs of service-learning in a school-based service-learning remains an enor- Hawaiian Studies Program at Waianae High School. Denver, CO: RMC quasi-cost/benefit analysis. He noted that there mously promising practice, especially if practice Research Corporation. Billig, S. H., & Salazar,T. (2003). Earth Walk environmental service- are an almost infinite array of service-learning includes elements of high quality.The evidence that learning program interim evaluation. Denver, CO: RMC Research implementation strategies so costs will probably service-learning affects the heads, hearts, and hands Corporation. vary by scope, integration with curriculum and of our students is compelling enough to encourage Carnegie Corporation of New York,and Center for Information and Research on Civic Learning and Engagement. New York: community, and type of program. Generally, all schools to try it. G2G Carnegie Corporation, 2003. though, he found that costs for service-learning http://www.civicmissionofschools.org/CivicMissionofSchools.pdf Covitt, B. (2002). Motivating environmentally responsible behavior tend to vary, with a range of $14 per student to References through service-learning. In S. H. Billig & A. Furco, Advances in serv- $1,700 per student, and an average of $52 per Ammon, M. S. (2002). Probing and promoting teachers’ thinking about ice-learning research:Vol.2. Service-learning through a multidisciplinary lens service-learning:Toward a theory of teacher development. In S. H. (pp. 177-197). http://www.nationalserviceresources.org/ student. Higher costs are associated with having a Billig & A. Furco, Advances in service-learning research:Vol.2. Service- filemanager/download/451/covittmot.pdf permanent, full-time coordinator.The Pritchard learning through a multidisciplinary lens (pp. 33–54). Greenwich, CT: Education Commission of the States. (2001). Institutionalized service- research cited toward the beginning of this article Information Age Publishers. learning in the 50 states. Denver, CO:Author. Ammon, M. S., Furco,A., Chi, B., & Middaugh, E. (2001). Service- http://www.ecs.org/clearinghouse/23/77/2377.htm showed that very few sites received additional learning in California:A profile of the CalServe service-learning partner- Education Commission of the States. (2002). Learning that lasts: funds outside of district funds for implementing ships, 1997–2000. Berkeley, CA: University of California, Service- How service-learning can become an integral part of schools, states, and Learning Research and Development Center. communities. Denver, CO: Education Commission of the States. service-learning. http://www.servicelearning.org/article/archive/165 http://www.ecs.org/clearinghouse/40/54/4054.pdf Berman, S. H. (2000). Service as systemic reform. School Administrator, Elias, M. (2003). Making the case for social and emotional learning and Summary 57(7), 20–24. service-learning. ECS Issue Brief. Denver, CO: http://www.aasa.org/publications/sa/2000_08/berman.htm Education Commission of the States. Heads, Hearts, and Hands: So if you were a person Billig, S. H. (2000, May). Research on K–12 school-based service- www.ecs.org/clearinghouse/44/04/4404.pdf learning:The evidence builds. Phi Delta Kappan, (81) 9, 658–664. considering service-learning and you asked the Flanagan, C.A. (2004).Volunteerism, leadership, political socialization, http://www.puaf.umd.edu/CIRCLE/research/products/Billig.pdf and civic engagement. In R. M. Lerner & L. Steinberg (Eds.), questions,“What is it? Does it work? Under what Billig, S. H. (2002a). Philadelphia Freedom Schools Junior Leader evaluation. Handbook of adolescent psychology, 2nd ed:Adolescent challenges, choices conditions does it work?” you would likely get Denver, CO: RMC Research Corporation. & positive youth development. New York:Wiley & Sons. http://www.servicelearning.org/article/view/109/1/122/ Furco,A. (2002). Is service-learning really better than community service? multiple answers since the research and practice are Billig, S. H. (2002b).Adoption, implementation, and sustainability of A study of high school service. In A. Furco & S. H. Billig (Eds.), still unclear. Most people agree on what service- K–12 service-learning.A. Furco & S. H. Billig (Eds.), Advances in Advances in service-learning research:Vol.1. Service-learning:The essence of service-learning research:Vol.1. Service-learning:The essence of the pedagogy the pedagogy (pp. 23–50). Greenwich, CT: Information Age learning is, but it is still confused with community (pp. 245–267). Greenwich, CT: Information Age Publishers. Publishers. http://www.servicelearning.org/wg_php/library/ service.The research evidence is building around http://www.servicelearning.org/wg_php/library/?action= ?action=detailed&item=4279 detailed&item=4277 the set of outcomes that service-learning produces. Hecht, D. (2002). The missing link: Exploring the context of learning in Billig, S. H., & Klute, M. M. (2001, February). W. K. Kellogg Foundation service-learning. Presentation at 2nd International Service-Learning Service-learning has evidence of academic/cogni- retrospective of K–12 service-learning projects evaluation, 1990–2000. Research conference, Nashville,TN. tive, civic, social/personal, and career outcomes. Denver, CO: RMC Research Corporation. Henness, S.A. (2001). K–12 service-learning:A strategy for rural community http://www.wkkf.org/Pubs/PhilVol/Pub3762.pdf renewal and revitalization. Washington, DC: Corporation for National The research suggests that quality matters. Billig, S. H., & Klute, M. M. (2003,April). The impact of service-learning Service. (ERIC NO. ED461466.) http://www.nationalservice on MEAP:A large-scale study of Michigan Learn and Serve grantees. resources.org/filemanager/download/452/hennessbiblio.pdf Presentation at National Service-Learning Conference, Minneapolis, The research base, while growing, is still in need of Hess, F.(2004) “Refining or Retreating? High Stakes Accountability in MN. the States” in P.Peterson & M.West, eds., No Child Left Behind? more studies, and of studies that meet the criteria Billig, S. H., Klute, M. M., & Sandel K. (2001). Antioch’s Community- The Politics and Practice of School Accountability,Washington, DC: for scientifically based evidence.There are still too Based School Environmental Education (CO-SEED): Evaluation report. The Brookings Institution Press, p. 55-79. Denver, CO: RMC Research Corporation. Johnson,A., & D. Notah. (1999). Service-learning: History, literature, many evaluations and too few experimental and Billig, S. H., & Meyer, S. (2002). Evaluation of the Hawaiian Studies and a pilot study of eighth graders. The Elementary School Journal quasi-experimental designs to show impact and the Program at Waianae High School for CREDE. Denver, CO: RMC 99(5), 453–467. Research Corporation. components of service-learning that make a differ-

24 G2G Kahne, J., Chi, B., & Middaugh, E. (2002,August). City Works evaluation Levine, P.,& Lopez, M. H. (2002, September). Youth voter turnout National Commission on Service-Learning. (2002). Learning In Deed: summary. Los Angeles: Constitutional Rights Foundation. has declined, by any measure. Report from The Center for The power of service-learning for American schools. A report from the Kahne, J., & Westheimer, J. (2002). City Works evaluation summary. Information & Research on Civic Learning & Engagement National Commission on Service-Learning, funded by the W.K. Evaluation report for the Surdna Foundation, New York. (CIRCLE). College Park, MD: CIRCLE. http://www.civicyouth. Kellogg Foundation in partnership with The John Glenn Institute org/research/products/Measuring_Youth_Voter_Turnout.pdf for Public Service and Public Policy at The Ohio State Kim,W., & Billig, S. H. (2003). Colorado Learn and Serve evaluation. University. http://www.learningindeed.org/slcommission/ Denver, CO: RMC Research Corporation. Melchior,A. (2000,August). Costs and benefits of service-learning. The School Administrator,web edition.American Association of learningindeed.pdf Kirby, D. (2001). Effectiveness of prevention programs for adolescent School Administrators.http://www.aasa.org/publications/sa/ National Service-Learning Cooperative. (1999). Essential elements pregnancy: a meta-analysis. Journal of Marriage and the Family 2000_08/melchior.htm of service-learning. St. Paul, MN: National Youth 59, (pp. 551-67). Leadership Council. Kirkham, M. (2001). Sustaining service-learning in Wisconsin: Perry, J. L., & Katula, M. C. (2001, July). Does service affect What principals, teachers, and students say about service-learning, citizenship? Administration and Society, 33(3), 330–365. 2000–2001. Madison,WI:Wisconsin Department of Public Instruction. http://www.dpi.state.wi.us/dpi/dltcl/bbfcsp/ Pritchard, I. (2002). Community service and service-learning in pdf/slsustain.pdf America:The state of the art. In A. Furco & S. H. Billig (Eds.), Advances in service-learning research:Vol.1. Service-learning:The essence Klute, M. M. (2002, December). Antioch’s Community-Based School of the pedagogy (pp. 3–21). Greenwich, CT: Information Age Environmental Education (CO-SEED): Quantitative evaluation report. Publishers. http://www.servicelearning.org/wg_php/library/ Denver, CO: RMC Research Corporation. http://coseed.schools ?action=detailed&item=4277 gogreen.org/01-02_CO-SEED_Eval_Qual.pdf Service-learning Putnam, R. D. (2000). Bowling alone:The collapse and revival of Klute, M. M., & Billig, S. H. (2002). The impact of service-learning American community.New York: Simon & Schuster on MEAP:A large-scale study of Michigan Learn and Serve grantees. has evidence of Denver, CO: RMC Research. Ritchie, C., & Walters, S. (2003, November). Fostering high aspirations through KIDS service-learning. Presentation at the 2nd Klute, M. M., Sandel, K., & Billig, S. H. (2002). Colorado Learn and academic/cognitive, annual International Conference on Service-Learning Research, Serve evaluation. Denver, CO: RMC Research Corporation. Salt Lake City, UT. Koliba, C. (2002). Vital Results: Linking Student and Community in civic, social/personal, Scales, P.C., Blyth, D.A., Berkas,T. H., & Kielsmeier, J. C. (2000, Vermont Schools. Joint publication of the John Dewey Project in August).The effects of service-learning on middle school stu- Progressive Education at the University of Vermont and Vermont and career outcomes. dents’ social responsibility and academic success. Journal of Early Community Works. S. Burlington,VT: Community Works Press. Adolescence, 20(3), 332–358. Kraft, N., & Wheeler, J. (2003). Service-learning and resilience in The research suggests Seitsinger,A. & Felner, R. (2000). By whom and how is service- disaffected youth:A research study. In S. H. Billig & J. Eyler (Eds.), learning implemented in middle level schools:A study of oppor- Advances in service-learning research:Vol. 3. Deconstructing service- that quality matters. tunity-to-learn conditions and practices. Paper presented at the learning: Research exploring context, participation, and impacts American Educational Research Association Annual Meeting, (pp. 213–238). Greenwich, CT: Information Age Publishers. New Orleans, LA. http://nekesc.org/JWNK/sl_disaffected.pdf Skinner & Chapman (1999). Service-learning and community service Laird, M., & Black, S. (2002a, October). Service-learning evaluation in K–12 public schools. Washington, DC: U.S. Department of project: Program effects for at risk students.Presentation at 2nd Education, NCES Statistical Brief, NCES 1999-043. International Service-Learning Research conference, http://nces.ed.gov/pubs99/1999043.pdf Nashville,TN. Smartworks, Inc. (n.d.). Flint Community Schools Service- Laird, M., & Black, S. (2002b). Report for U.S. Department of Learning Initiative evaluation report, 2001–2002. Grand Blanc, Education Expert Panel on Safe, Disciplined, and Drug-Free Melchior,A, & Bailis, L. N. (2002). Impact of service-learning on MI:Author. Schools.Annapolis Junction, MD: Lions-Quest. civic attitudes and behaviors of middle and high school youth: http://www.lions-quest.org/content/whatsnew/ Findings from three national evaluations. In A. Furco & S. H. Toole, J. (2002). Civil society, social trust, and the implementation of SFG_EvaluationReport.pdf Billig (Eds.), Advances in service-learning research:Vol.1. Service-learn- service-learning. In A. Furco & S. H. Billig (Eds.), Advances in serv- ing:The essence of the pedagogy (pp. 201–222). Greenwich, CT: ice-learning research:Vol.1. Service-learning:The essence of the pedagogy Lake Snell Perry & Associates & the Tarrance Group, Inc. (2002, Information Age Publishers. http://www.servicelearning.org/ (pp. 53–81). Greenwich, CT: Information Age Publishers. March). Short-term impacts, long-term opportunities:The political and wg_php/library/?action=detailed&item=4277 http://www.servicelearning.org/wg_php/library/?action=detailed civic engagement of young adults in America. Analysis and report for &item=4277 The Center for Information & Research on Civic Learning & Meyer, S. (2003). Denver Zoo community leadership project Engagement (CIRCLE) and the Center for Information and evaluation. Denver, CO: RMC Research Corporation. To rney-Purta, J. (2002) The School’s Role in Developing Civic Research in Civic Learning & Partnership for Trust in Meyer, S., & Billig, S. H. (2003). Evaluation of Need in Deed. Denver, Engagement:A Study of Adolescents in Twenty-Eight Countries. Government at the Council for Excellent in Government. CO: RMC Research Corporation. Applied Developmental Science 6(4): 203-212 Leming, J. S. (2001, Spring). Integrating a structural ethical reflection http://www.rmcdenver.com/servicelearning.htm Yamauchi, L., Billig, S. H., Meyer, S., & Hofschire, L. (in press). curriculum into high school community service experiences: Morgan.W., & Streb, M. (1999). How quality service-learning Student outcomes associated with service-learning in a culturally relevant Impact on students’ sociomoral development. Adolescence, 36 develops civic values. Bloomington, IN: Indiana University. high school program. (pp. 141).

G R O W I N G T O G R E A T N E S S 25 Service to Others: A‘Gateway’Asset for School Sucess and Healthy Development

Peter C. Scales, Ph.D., senior fellow Developmental Assets: relationships, opportunities, values, skills, and self- in the Office of the President; and A Foundation for Healthy Development perceptions that help young people succeed in Eugene C. Roehlkepartain, senior For the past 15 years, Minneapolis-based Search school and other aspects of their lives.Among the advisor to the president, Search Institute, Institute has been developing the framework of 40 developmental assets are service to others, youth Minneapolis, Minnesota developmental assets (shown in Table 1), which are as resources, community values youth, and having

Table 1 uch has been written in recent decades Search Institute’s 40 Developmental Assets Mabout “gateway drugs” that, if young External Assets Internal Assets people start using them, too often lead to more Support Commitment to Learning and more risky behaviors and harmful outcomes. 1. Family support 21. Achievement motivation* But what about the other side of the coin? Are 2. Positive family communication 22. School engagement* there “gateway assets” to positive outcomes? 3. Other adult relationships 23. Homework 4. Caring neighborhood 24. Bonding to school* 5. Caring school climate* 25. Reading for pleasure New analyses of Search Institute’s research on 6. Parent involvement in schooling* Positive Values “developmental assets” suggests that serving others Empowerment 26. Caring* may, in fact, be a “gateway asset” that leads to 7. Community values youth* 27. Equality and social justice* many other assets and outcomes, including success 8. Youth as resources* 28. Integrity 9. SERVICE TO OTHERS 29. Honesty in school. Indeed, when young people report 10. Safety 30. Responsibility engaging in the asset of service to others, they are Boundaries and Expectations 31. Restraint more likely to experience more of the other assets 11. Family boundaries Social Competencies over time, and to have more positive outcomes, 12. School boundaries 32. Planning and decision making* including school success, because those service 13. Neighborhood boundaries 33. Interpersonal competence* 14. Adult role models* 34. Cultural competence* experiences are part of an overall web of assets 15. Positive peer influence* 35. Resistance skills that provide a strong foundation for healthy 16. High expectations* 36. Peaceful conflict resolution development.1 Constructive Use of Time Positive Identity 17. Creative activities 37. Personal power* 18. Youth programs* 38. Self-esteem 19. Religious community* 39. Sense of purpose* 20. Time at home 40. Positive view of personal future*

* The 20 developmental assets that, from a theoretical perspective, could most easily be enhanced through effective service-learning experiences. Copyright © 1997 by Search Institute, 615 First Ave. Northeast, Suite 125, Minneapolis, MN 55413; 800-888-7828. Used with permission. 26 G2G For definitions of each asset as well as additional research and resources related to the asset framework, visit www.search-institute.org. values such as caring and a commitment to equality and social justice.

Numerous studies have shown the importance of developmental assets for young people’s well-being.This relationship holds true across all groups of youths studied, including young people from many racial-ethnic backgrounds, communi- ties of all sizes, and different socioeconomic backgrounds (Sesma & Roehlkepartain, 2003). These associations occur among both adolescents (Scales & Leffert, 2004) and pre-adolescents (Scales, Sesma, & Bolstrom, 2004).

An important principle of developmental assets theory is that a young person’s experience of a single asset or handful of assets is rarely sufficient of this. In fact, service and service-learning dataset of 217,000 students found that students to promote developmental outcomes that are theoretically can have positive effects on at least who reported serving others at least one hour both deep and comprehensive.Young people live 20 of the developmental assets. per week were significantly less likely to report in complex worlds of interacting and nested school problems (poor attendance and below influences involving family, school, peers, and Service to Others: average grades) and significantly more likely to community.Thus, numerous assets working Clustering with Other Assets report school success (self-report of earning together across many parts of young people’s lives A wide variety of research has found positive mostly As in school) than those who did not 3 have a sustained, significant impact on their associations between service, service-learning serve others at least one hour per week. For developmental paths. and other academic and social outcomes. (See example, 25 percent of students who served Billig, this issue.) And because the connection of reported earning mostly As, compared to While this holistic approach makes developmen- service/service-learning to real-world needs and 19 percent of students who did not serve. tal sense, it also strains both theory and common activities makes it an “authentic” form of learn- At first blush, this difference may not seem sense to imagine that all 40 of the developmental ing, it may have particular motivational value to impressive, but it means that 32 percent more assets are equally important for all young people those students who are the least engaged with students who served earned mostly As compared and/or for all outcomes.Some assets more than traditional curriculum. to students who did not serve others. others may be thought of, not only as important in their own right, but as key influences on Two Search Institute datasets offer insights into Because it is linked to actual school records, the other assets as well.That is, they may function as the relationship between service and positive longitudinal dataset provides an opportunity to “gateway” assets, with their presence making it outcomes.2 (Because of the academic goals of examine relationships to actual grade-point more likely that young people will experience service-learning, we focus here on the relation- average (GPA).We found that young people additional assets. Service to others is an example ship to school success.) Analyses of the aggregate who served in middle school had higher grades

G R O W I N G T O G R E A T N E S S 27 A ‘Gateway’ Asset for School Success and Healthy Development

in high school.When earlier grades (the best In addition, it appears that the power of the serv- These findings lend support to Youniss,McLellan, predictor of later grades, since good students tend ice-to-others asset actually comes in conjunction Su, and Yates’ (1999) suggestion that there is an to remain good students) are taken into account, with multiple assets working together, not just one “integrated youth syndrome” parallel to the however, we found that service to others, by itself, asset by itself.An exploratory factor analysis of the syndrome of youth unconventionality described was no longer significant. 40 developmental assets identified eight clusters years ago by Jessor and Jessor (1977), in which of assets, two of which have particularly strong rela- high-risk behaviors are symptoms of an underlying While these findings may appear, at first, to tionships to actual school grades (B+ or higher problem behavior syndrome. Building on this imply that service and service-learning do not have average) three years later. One of these clusters, perspective, participation in service reflects not just the hoped-for influence, the reality is likely more which we call “connections to community” an isolated positive experience, but may both be a complex, as suggested by several possible explana- included youth programs, religious community, result and a cause of connection to society in other tions. One factor may be the measurement issue. service to others,creative activities, reading for ways, signifying an immersion in networks where Our measure of self-reported hours spent volun- pleasure, other adult relationships, and adult role prosocial and responsible behaviors are expected, teering does not capture the nature of service per- models. For every point higher students scored on modeled, and rewarded. In short, service participa- formed, the depth of reflection upon those this factor in 1998, they were three times more tion may both result from and contribute to young experiences, and other factors related to the quality likely than other students to be in the high GPA people’s connection to mutually reinforcing assets of service-learning that have been found to affect group in 2001 (Scales & Roehlkepartain, 2003). across the many contexts of life, all of which add outcomes in other longitudinal studies (Metz, together to enhance developmental paths in a McLellan, & Youniss,2003; and Scales, Blyth, The second cluster of assets, which we call “norms much more significant way collectively than any Kielsmeier, & Berkas, 2000). of responsibility,” includes achievement motivation, asset can influence on its own. school engagement, bonding to school, positive The sustained and cumulative experience of peer influence, restraint, resistance skills, and Service to Others: A “Gateway Asset” service likely makes more of a difference in peaceful conflict resolution. For every point higher In addition to the direct, positive contribution longitudinal outcomes as well. In support of this students scored in 1998 on this factor, they were that service to others can make as part of a cluster reasoning, we compared two groups of St. Louis twice as likely as other students to be in the high of other assets, the experience of serving others Park, Minnesota, students. One group included stu- GPA group in 2001. (particularly in an intentional, well-designed dents who consistently volunteered from service-learning experience) may also make it middle school in 1997 and 1998, through high To understand the power of these findings, more likely that students experience many other school in 2001; and those who did not volunteer remember that previous GPA is almost always assets that collectively promote positive develop- in 1997, but did afterwards (“emerging” volun- found to be the single strongest predictor of later mental outcomes. In this sense, service to others teers).The other group consisted of those who GPA. In this study, for every point higher in 1998 becomes a “gateway” to many resources for healthy never volunteered, and those who volunteered GPA, students were four times more likely to be in development and school success. In Table 1, we in 1997, but not again (“fading” volunteers). the B+ or greater GPA group in 2001.Thus, these placed asterisks by 20 of the 40 developmental We found that the consistent and emerging volun- two clusters of assets accounted for an impressive assets that, from a theoretical perspective, could be teers had significantly higher GPAs in 2001 than 50 percent to 75 percent of the influence of enhanced through effective school-based service- those who never volunteered or those who did previous GPA — the strongest predictor of all. learning experiences — with other assets poten- 4 early, but then stopped. tially being addressed through specific activities.

28 G2G A number of studies suggest the connection Display 1 of service or service-learning to many other Service-Learning Outcomes Connected to Asset Building developmental assets.As shown in Display 1, service and service-learning have been found Although results vary widely depending on the intensity, quality, and type of service-learning studied, researchers frequently find that many positive changes occur for young people who engage in service to others. Many of these to contribute significantly to outcomes such as: outcomes are related to categories of developmental assets. (See Scales & Leffert, 2004; and Scales, Sesma, & increased altruism and perceived duty to help Bolstrom, 2004.) others, concern for others’ welfare, social Asset Category Areas of Impact of Service-Learning competence and empathy, increased sense that one can make a difference, increased self-esteem, Support Positive attitudes toward adults closer parent-child relationships, and greater sense Talking with parents about school of personal responsibility (Scales & Leffert, 2004; Empowerment Community involvement as adult and Scales, Sesma, and Bolstrom, 2004). Such Political participation and interest results link to at least six of the eight asset Positive attitudes toward community involvement categories: support, empowerment, commitment Positive civic attitudes to learning, positive values, social competencies, Belief that one can make a difference in community and positive identity. Leadership positions in community organizations For this article, we examined the relationship Commitment to Learning Reading grades between service and all the other assets in the School attendance and performance aggregate dataset.As expected, most of the Commitment to class work correlations were quite modest, in the .10s Working for good grades and .20s.The strongest relationships (all with Positive Values Prosocial and moral reasoning coefficients from .20-.30) were between service Empathy to others and these eight developmental assets: Personal and social responsibility adult role models, creative activities, youth Perceived duty to help others programs, religious community, reading for Altruism pleasure, caring, equality and social justice, and Concern for others’ welfare interpersonal competence. Awareness of societal problems It is noteworthy that the first five of these assets Social Competencies Self-disclosure also were among the seven (service and other Development of mature relationships adult relationships being the other two) in the Social competence outside of school cluster of assets with the greatest longitudinal Problem-solving skills contribution to actual grades in the St. Louis Positive Identity Self-concept Park study.The appearance of these assets Self-esteem together in two different studies and two Self-efficacy different analyses suggests that they work

G R O W I N G T O G R E A T N E S S 29 A ‘Gateway’ Asset for School Success and Healthy Development

synergistically to shape development across multiple Display 2 life contexts. What Asset Building Can Bring to Service-Learning Further evidence of service to others as a It’s clear that service-learning has great potential to build developmental assets. In addition, an gateway asset lies in a longitudinal analysis of intentional focus on asset building and use of asset-building principles can enrich service-learning. the effect of volunteering in 1998 on the total In An Asset Builder’s Guide to Service-Learning,Roehlkepartain, Bright, and Margolis-Rupp (2000) number of assets students reported in 2001 in the describe seven perspectives that the developmental assets framework and asset-building principles can St. Louis Park study, which revealed a significant offer to service or service-learning.While some are already integral themes in effective service-learning, impact of service on the number of assets students all can be helpful for reflecting on how service-learning efforts are intentional about adopting a reported three years later. For example, 50 percent comprehensive asset-building approach. of servers in 1998 were asset-rich (31 to 40 assets) A relational perspective: Both asset-building and service are, at their core, about building in 2001, compared to only 33 percent of non- 1. positive relationships. servers who had such high levels of assets three years later. Collectively, these results suggest the An additive perspective: Multiple exposures to both assets and service is more effective than isolated validity of conceptualizing service as a gateway 2. experiences. asset that helps create a web of development assets in young people’s lives. A developmental perspective: To be most effective, asset building and service begin long before 3. adolescence, accumulating their impact over time. A Missed Opportunity A multisector perspective: Service or service-learning that links influences such as schools, We have seen that service is both related to 4. congregations, and youth organizations has a greater chance of positively effecting assets numerous other key developmental assets, and also throughout young people’s ecologies. has significant connections to both current and future positive developmental outcomes for youth, A holistic perspective: Service or service-learning has a greater chance of building the including school success. Finding ways to inten- 5. other developmental assets if such impacts are intentionally made explicit as goals of tionally weave together service-learning with asset the experience. building has additional promise for increasing the A strength-building perspective: The best service or service-learning builds the assets of both potential impact of service-learning. 6. young servers and those being served. A “laboratory” perspective: Service or service-learning experiences are the training ground for 7. a life that emphasizes serving others. By linking current experiences with intentions to continue serving, service or service-learning can nurture the prosocial norms and culture that are characteristic of communities that are asset-building and developmentally attentive.

SOURCE: Roehlkepartain, E. C., Bright,T., & Margolis-Rupp, B. (2000). An asset builder’s guide to service-learning. Minneapolis: Search Institute.

30 G2G The unfortunate reality, however, is that few young people in this country experience these Figure 1 positive opportunities.At most, only 30 percent Percentages of 6th- to 12th-Grade Youth Who Report Volunteering to 50 percent of young people volunteer from at Least One Hour Per Week once a month (Child Trends DataBank, 2003) to an hour a week (Scales & Leffert, 2004). Total sample 51% As shown in Figure 1, this involvement is fairly 0% 10% 20% 30% 40% 50% 60% consistent across racial-ethnic groups, varying more by gender and grade. Female 56% Male 46% And though effectively implemented service- learning could have still greater impact than service alone, the new 2004 Growing to Grade 6 59% Greatness survey of principals (Kielsmeier, Scales, Grade 7 57% Roehlkepartain, & Neal, 2004) finds that only about 30 percent of schools (22 percent of Grade 8 52% elementary schools, 30 percent of middle schools, Grade 9 49% and 45 percent of high schools) provide service- Grade 10 47% learning.This overall level is statistically the same as the 32 percent of schools reported in a Grade 11 47% comparable survey in 1998 (Skinner & Chapman, Grade 12 50% 1999), and it remains far below the aspirations of service-learning advocates. African American 53% But the situation is likely even worse than Asian American 48% these figures suggest. If Billig’s (2004) reasoning Latino/Latina 44% is correct, students are only about one-third as likely to participate in service-learning as schools Native American 53% are to provide it.Therefore, only about one in White 52% 10 of the nation’s students probably experience Multiracial 53% effective service-learning.

SOURCE: Search Institute surveys of 217,000 U.S. middle and high school students during the 1999-2000 school year.

G R O W I N G T O G R E A T N E S S 31 A ‘Gateway’ Asset for School Success and Healthy Development

References Much more needs to be done to guide young peo- Billig, S. (2004). Heads, Hearts, and Hands:The Research on K-12 ple onto a path of lifelong service to others. Service-Learning. In Growing to Greatness:The State of Service-Learning Report. St. Paul, MN: National Youth Leadership Council. Service plays a significant role as a gateway devel- Child Trends DataBank (2003).Washington, DC: Child Trends. Online. opmental asset connecting students to numerous December 2003, www.childtrendsdatabank.org. other assets, and thereby contributes to school suc- Jessor, R. R., & Jessor, S. L. (1977). Problem behavior and psychological development:A longitudinal study of youth.New York: cess and other desirable developmental outcomes. Academic Press. The likely result of instilling the service habit in Kielsmeier, J., Scales, P.C., Roehlkepartain, E.C., & Neal M.(2004). Community Service and Service-Learning in U.S. Public Schools. In children and youth will be significant long-term Growing to Greatness:The State of Service-Learning Report. St. Paul, MN; benefits to young people, their families, schools, National Youth Leadership Council. and communities that our current research barely Metz, E., McLellan, J., & Youniss,J. (2003).Types of voluntary service and adolescents’ civic development. Journal of Adolescent Research,18 begins to capture. (pp.188-203). National Youth Leadership Council. (1999). Essential Elements of Service-Learning. St. Paul, MN: National Youth Leadership Council. Roehlkepartain, E. C., Bright,T., & Margolis-Rupp, B. (2000). An asset 1. We recognize that there is a substantial difference between the builder’s guide to service-learning. Minneapolis: Search Institute. potential impact of community service, and more elaborate and Scales, P.C., Blyth, D.A., Kielsmeier, J. C., & Berkas,T. H. (2000). comprehensive service-learning.The Search Institute data we draw on The effects of service-learning on middle school students’ academic in this article are limited to reports of young people’s service; we do success and social responsibility. Journal of Early Adolescence, 20 not know the degree to which the young people in our studies who (pp. 332-358). report volunteering are doing so within a service-learning structure. Scales, P.C., & Roehlkepartain, E.C. (2003). Boosting student However, the data Billig cites (2004, this volume) shows that only achievement: New research on the power of developmental assets. about 10 percent-25 percent of Search Institute Insights & Evidence, 1(1) (pp. 1-10). students likely participate in genuine service-learning. www.search-institute.org/research/Insights 2. Search Institute’s aggregate dataset includes more than 217,000 Scales, P.C., & Leffert, N. (2004). Developmental assets:A synthesis of 6th-12th graders from more than 300 U.S. communities who were the scientific research on adolescent development, 2nd edition. Minneapolis: surveyed during the 1999-2000 school year.The sample also was Search Institute. weighted to align with Census distributions for race/ethnicity and Scales, P.C., Sesma,A., Jr., & Bolstrom, B. (2004). Coming into their own: urban residence.The second dataset is made up of longitudinal How developmental assets help promote positive growth in middle childhood. sample of 370 students from the Minneapolis suburb of St. Louis Minneapolis: Search Institute. Park, Minnesota, which followed students from 1998, when they were in grades 7 to 9, to 2001, when they were in grades 10 to 12. Sesma,A. Jr., & Roehlkepartain, E. C. (2003). Unique strengths, shared strengths: Developmental assets among youth of color. Search 3. Analysis of variance for school problems: (F(1,216,088) = 2745.597, Institute Insights & Evidence 1 (2) (pp.1-13). p ≤ .0001).Analysis of variance for school success www.search-institute.org/research/Insights (self-report of getting mostly As in school): (F(1,211,888) = 2373.517, p ≤ .0001). Skinner, R., & Chapman, C. (1999). Service-learning and community service in K-12 public schools. National Center for Education 4. Analysis of variance: F(1, 313) = 4.06, p ≤ .05. Statistics: Statistics in Brief (NCES 1999-043). http://nces.ed.gov/pub- search/pubsinfo.asp?pubid=1999043 Youniss, J., McLellan, J.A., Su,Y.,& Yates, M. (1999).The role of community service in identity development: Normative, unconventional, and deviant orientations. Journal of Adolescent Research, 14 (pp. 248-261).

32 G2G Learn and Serve America: Reflecting on the Past, Focusing on the Future

Amy B. Cohen, Robert Bhaerman, Elson Nash, is coordinated within an elementary school, programs, supported the efforts of schools and Learn and Serve America; and Kimberly Spring, secondary school, institution of higher education, community-based agencies to involve school-aged Research and Policy Development, Corporation for or community service program, and with the youth in service. In 1992, Serve-America awarded National and Community Service community; which helps foster civic responsibil- $16.9 million by formula to state education ity; which is integrated into and enhances the agencies; one percent of which was available com- academic curriculum of the students, or the edu- petitively to Indian tribes.That year, approximately cational components of the community service 172,000 youths participated, providing an average s Learn and Serve America looks forward program in which the participant is enrolled; of about 16 hours of direct service each.The to its 15th anniversary in 2005, it is poised A and which provides structured time for the relatively low number of service hours reflects the at a promising juncture: the President’s proposed students or participants to reflect on the service dual goals of this program — to enhance learning $3 million increase in funding for the first time in experience.” [42 U.S.C. 12511] through service, as well as to enhance service eight years. Learn and Serve America, the largest through learning. More than half of all participant funder and resource for service-learning programs Today, Learn and Serve America engages nearly hours were spent in education activities related nationally, currently provides approximately $43 2 million student participants.The programs also to the service.The programs also prioritized million each year for programs designed to engage engages nearly 100,000 teachers, faculty, and staff recruiting adult volunteers, 40,000 of who young people in service to their community as a of schools, higher education institutions and provided about 25 hours of direct service each. part of their education and development.Today’s community-based organizations. Program activities were in three broad areas: Learn and Serve America programs are the direct education, meeting human needs, and conservation descendants of two of the four programs created Learn and Serve America supports youth service and environment. Most programs involved students, through the National and Community Service Act and service-learning through: through their teachers and classroom activities, in of 1990.1 In 1992, over $22 million was awarded in service linked to the curriculum. Some programs grants for K-12 and higher education service and • Grants also reached students in the out-of-school hours, service-learning programs. • Training and Technical Assistance providing structured community service opportu- • Recognition Programs nities through youth-serving organizations. Service-learning is defined as an educational • National Leadership method: The 1990 Act also provided for Higher Education “[U]nder which students or participants learn Background Innovative Projects in Community Service, the and develop through active participation in predecessor of Learn and Serve America Higher thoughtfully organized service that is conducted Serve-America, the predecessor of Learn and Serve Education. Designed to involve students in in and meets the needs of a community; which America K-12 School- and Community-Based community service, promote community service

G R O W I N G T O G R E A T N E S S 33 Learn and Serve America: Reflecting on the Past, Focusing on the Future

at educational institutions, and train teachers in institutions.The program provides the following service-learning. SEAs also conduct training and service-learning methods, the program granted grant programs: school-based, which includes evaluation, support the development of local $5.6 million to higher education institutions or both formula and competitive grant programs partnerships, and develop curriculum to align nonprofit organizations working in partnership and a set-aside of up to three percent for Indian with service activities. with higher education institutions. Higher educa- tribes and U.S.Territories; community-based; and tion programs involved 22,000 participants who higher education programs. School-Based programs: LSA also makes grants provided an average of 39 hours of direct service. on a competitive basis to SEAs, Indian tribes, In higher education settings, too, a key goal was U.S. territories, non-profit organizations, and integrating service into the curriculum; yet over Essential to the development institutions of higher education that apply as 80 percent of participants’ time was spent in of high-quality non-profits. Grantees, in turn, make sub-grants direct service. Close to 8,000 volunteers were for the same purposes described above. In 2003 generated by these programs, who provided an programs as well as to ensur- and 2004, three thematic competitions have been average of 16 hours of service each. Program ing that Learn and Serve offered: Linking History, Civics, and Service; activities were in the same broad categories — Community, Higher Education, and Schools education, human needs, and environment — America is a catalyst for Partnerships (CHESP); and Homeland Security. but nearly half of all higher education programs the development of focused on providing education-related service. strong service-learning Indian Tribes and U.S.Territories: Up to three percent of school-based funds are set aside for The passage of the National and Community programs beyond the reach this competitive grant program whose funds may Service Trust Act of 1993, as amended, provided of its limited grant funds, be used for the activities noted above. Indian the opportunity to expand and improve the stu- tribes can elect either to sub-grant or work with dent community service and service-learning are the training and tribal schools without sub-granting. programs.The 1993 Act authorized both K-12 technical assistance school- and community-based programs and programs and recognition Community-Based programs: Funds are awarded higher education innovative projects.The two competitively to non-profit organizations to student service programs were united under the programs that make grants in two or more states, and state Learn and Serve America banner at the creation Learn and Serve America commissions on national and community service of the Corporation for National and Community to make grants in their home states. Grantees Service.The 1993 Act produced a durable has administered. sub-grant to youth-serving public or private definition of service-learning, used by practition- non-profits to create new service programs or ers and researchers, regardless of their association replicate existing ones and to provide training with the Corporation. School-Based programs: Formula-based grants are and technical assistance (T/TA). Grantees may, made to state education agencies (SEAs), which without sub-granting, provide T/TA to public or Enabling Registration make sub-grants to create new service-learning private non-profit organizations that work with The legislation that created Learn and Serve programs; to replicate existing models; and/or school-age youths. (Participants in all school- America ensures that funds are distributed to a train teachers, administrators, adult volunteers, and community-based programs are school- wide variety of youth-serving organizations and service-learning coordinators, and students in age youths.)

34 G2G Higher education programs: Through a competitive The National K-12 Service-Learning port the development, expansion or improvement process, LSA awards funds directly to individual Clearinghouse of service-learning programs. From 1994 until colleges and universities or consortia of higher Essential to the development of high-quality pro- 2000, advanced practitioners and researchers education institutions, which may include public grams as well as to ensuring that Learn and Serve provided direct training to others in the field. or private non-profit organizations. Funds may America is a catalyst for the development of strong During the 1997-2000 period, the National support a wide variety of service-learning activities service-learning programs beyond the reach of its Service-Learning Exchange provided technical including training teachers in service-learning, limited grant funds, are the training and technical assistance by means of a peer mentoring and integrating community service into professional assistance programs and recognition programs that training model in which practitioners were certi- education programs, strengthening the infrastruc- Learn and Serve America has administered. fied in technical assistance; regional centers referred ture in the institutions, and supplementing Required by statute, Learn and Serve America those requesting support to certified peers based community service activities in Federal Work provides support to the National Service-Learning on geographical proximity and desired expertise. Study programs. Clearinghouse.The statute mandating the The Exchange, operated by the National Youth Clearinghouse allows for a wide variety of research, Leadership Council, continues — without federal Two unique examples of higher education dissemination, training, and networking activities. support — in a modified fashion. programs are: (1) The American Association of While the availability of funds for the Clearing- Colleges for Teacher Education’s National Service- house has varied over the years, necessitating some National Service-Learning Leader Schools Learning in Teacher Education Program (NSLTEP) variance in the services offered, the core of From 1999 through 2002, Learn and Serve which is designed to help develop institutional Clearinghouse services have been information America offered the National Service-Learning capacity to incorporate service-learning into collection and dissemination, research, and net- Leader Schools recognition program.This program, pre-service teacher education. NSLTEP addresses working for practitioners and researchers through modeled on the U.S. Department of Education’s the issues of diversity, technology, accountability, email, the web, and by telephone. Blue Ribbon Schools program, awarded recogni- and character education as they relate to K-12 tion to 216 middle schools and high schools for classroom instruction.The initiative — which is The Clearinghouse collects and disseminates infor- their exemplary integration of service and service- divided into six regional centers — is the leading mation and materials related to service-learning in learning into the life and culture of the school. organization that utilizes service-learning in the all settings.The Clearinghouse also hosts a variety These 216 schools, located in 47 states, served as preparation of future teachers. (2) The West of listserves for discussion and information on active winners for a period of two years, making Philadelphia Improvement Corps (WEPIC) which service-learning; a website and information presentations on service-learning locally and is coordinated by the West Philadelphia Partnership database; a toll-free information phone line; and nationally, hosting visits to their schools, and that includes the University of Pennsylvania and maintains a collection of publications on service- promoting the effective practices they used to make community organizations.The initiative involves learning. Since its inception, the Clearinghouse has their schools models of successful service-learning. approximately 4,500 children, their parents, and been available to anyone seeking information or While Learn and Serve America does not currently community members in educational and cultural advice on service-learning, without regard to their offer this national designation, several states have programs, job training, community improvement, affiliation with the Corporation for National and continued the program, certifying and awarding and service activities.WEPIC has developed an Community Service. effective practices through a statewide Service- effective program by building a university, K-12, Learning Leader School program. and community-based model around a targeted The Clearinghouse is authorized and provides lim- zone for academic and community improvement. ited direct training and technical assistance to sup-

G R O W I N G T O G R E A T N E S S 35 Learn and Serve America: Reflecting on the Past, Focusing on the Future

Presidential Freedom Scholarships 14 years of age can earn a bronze award for 50 programs.With this static funding, Learn and As an agency charged not only with promoting to 74 hours of service, a Silver award for 75 to Serve has awarded approximately 140 grants service-learning but also with promoting service 99 hours, and a Gold Award for 100 hours or annually.The programs receive funding for a participation for individuals of all ages, the more of service.Young adults,adults, and families period of three years, assuming satisfactory Corporation, through Learn and Serve America, and groups also can qualify for the awards. In progress and availability of funds. New competi- has sponsored the Presidential Freedom addition to the various award pins, recipients also tions are held every three years, and with the Scholarships since 1997.The Presidential receive a personalized certificate of achievement, exception of the state education agency formula Freedom Scholarships, formerly known as the a note of congratulations from the President, grants, about half of the grants awarded are to President’s Student Service Scholarship, provides and a letter of recognition from the President’s new organizations. matching scholarships to high school juniors and Council. Since instituting the program, 75,000 seniors for exemplary leadership in service. Every awards have been made. Most Learn and Serve grantees act as intermedi- high school in the country is eligible to nomi- aries; that is, they make subgrants, provide nate up to two students per school per year to State Education Agency Network (SEANet): The training and technical assistance, monitor and receive the Presidential Freedom Scholarship.To State Education Agency K-12 Service-Learning evaluate their subgrants, and disseminate effective emphasize the importance of school-community Network (SEANet) is a national network of state practices, and perform other capacity-building partnerships, $500 of the scholarship is provided Learn and Serve America program directors and activities. Each year, approximately 2,500 local by Learn and Serve America, the other $500 administrators. Hailing from 50 state education programs receive Learn and Serve America must be raised in the community — nonprofit agencies, SEANet members provide assistance to subgrants for service-learning. organizations, civic groups, and local and national local school-community partnerships. SEAs are businesses have all provided the match. National responsible for developing statewide initiatives, Learn and Serve America strongly encourages partners, providing the match for thousands of building support for service-learning in their grantees to work with small community-based scholarships annually are Alpha Kappa Alpha states, and providing technical assistance and nonprofits and faith-based organizations.The sorority, Kiwanis, the Coca-Cola Foundation, professional development for teachers and percentage of collaborations with faith-based and the Boys and Girls Clubs of the USA. administrators and their community partners. organizations has steadily increased over (LSA) 2 Approximately 35,000 scholarships have been supports the past three years. awarded for exemplary community service Learn and Serve Grant-Funded Programs leadership in the seven years of the program. While the technical assistance and recognition Exhibit 2 programs effectively disseminate the youth Rank Type of Capacity-Building Strategy Development of service-learning service and service-learning message, the center- 1 Evaluation networks and other supports for piece of Learn and Serve America are its grant service-learning programs. Funding for Learn and Serve America 2 Building Broader Support for Service-Learning President’s Volunteer Service Award: This award, has remained static since its inception. In 1994, 3 Performance Measures an initiative of the President’s Council on Service the Congress appropriated $40 million for and Civic Participation, honors volunteers and Learn and Serve America programs, in 1995, 4 Staff/Faculty Training encourages even more Americans to get involved $45 million was appropriated, and in 1996 and 5 Community Partnerships in their communities. Children and youths up to each subsequent year, the Congress has allocated 5 Marketing $43 million to all Learn and Serve America grant

36 G2G In addition, grantees and subgrantees have demon- strated an increased commitment to promoting Exhibit 3 Exhibit 4 accountability, improving their capacity to report Learn and Serve America Grant Competitiveness Collaboration with Faith-Based Organizations on program performance, and building stronger 90% 30% community support for service-learning. In FY03, 80% 25% the majority of Learn and Serve programs reported 70% 20% that they had engaged in capacity building strate- 60% 15% 10% gies. Exhibit 2 provides the top six strategies 50% 5% employed by programs. 40% 0% 30% Learn and Serve America continues to foster a 2000-2001 2001-2002 2002-2003 20% culture of accountability for its programs and, in 10% 2003, implemented performance measurement

Percent of Applications Awarded Grants of Applications Awarded Percent 0% mean of 781 participants per project during the requirements at national, grantee and local (sub- 1994 1997 2000 2003 2002-03 program year. On average, participants grantee) levels. Learn and Serve America applicants Higher are required to nominate three to five performance Education 31% 26% 36% 19% performed 21 hours of service for the program measures as a part of their application and at least Community- year, with a total reported number of service hours Based 35% 73% 38% 18% one of the measures must be dedicated to the of 10,561,432. In addition, 90,044 teachers, faculty, School-Based administrators, and community-based organization development of civic skills and knowledge among Competitive 66% 77% 57% 46% staff assisted in these programs.4 participants or service beneficiaries. Grantees will All report on these measures in progress reports and Competitive Programs 35% 35% 39% 22% when applying for further funding. In addition, The primary purpose of Learn and Serve America Learn and Serve America has begun planning for is to develop and fund programs that engage a national performance measurement system that children and youths in service-learning activities will shift its annual performance reporting from The majority of Learn and Serve America grantees, that benefit their schools, communities, and their process-oriented accomplishments to results- in turn, subgrant the funds to local organizations. own academic and civic development. Of the oriented outcomes During the 2002-03 program year, the majority of 1,152,059 reported participants in 2003, approxi- subgrantees received between $1,000 and $20,000 mately 71 percent were at the elementary and Outcomes in Learn and Serve America funds.The following secondary school levels.The table below shows the diversity of Learn and Serve America programs In 2003, Learn and Serve held its most selective graph provides a more detailed description of sub- compared to the U.S. population. In addition, competition in the program’s history. Of 384 grant amounts. programs reported that, in 2003, 27 percent of competitive applications submitted, 84 (22 percent) programs were located in schools where at least were chosen for funding.A breakdown of compet- Through Learn and Serve America’s annual survey, 50 percent of the students qualified for a school itiveness by category can be seen in the chart in 1,591 Learn and Serve America projects reported lunch program, and, on average, 14 percent of Exhibit 3. Learn and Serve America also received that they engaged 1,152,059 participants, with a participants in a program were disabled. and approved 50 Formula grant applications from State Education Agencies.3

G R O W I N G T O G R E A T N E S S 37 Learn and Serve America: Reflecting on the Past, Focusing on the Future

America programs has been shown to produce a implementation of a performance measurement Exhibit 5 positive and statistically significant impact on system and technical assistance in capacity-build- Diversity in Learn and Serve America school engagement, acceptance of cultural diver- ing techniques, Learn and Serve America will in 2002-2003 sity, service leadership, and the overall measure of work with these new grantees to institutionalize Percent of 8,9,10 Percent of U.S. civic attitudes. These positive impacts have service-learning, promote an ethic of service, and Race/Ethnicity Participants5 Population6 been shown to be even stronger among minority strengthen long-term, positive impacts for its White 65.4 75.1 and economically disadvantaged students — two grantees and service-learning participants. G2G populations that Learn and Serve America pro- African-American/ grams have been shown to effectively engage in 1. 1990 was not the first time the federal government made an Black 21 12.3 service.11 When these opportunities are combined investment in youth service.ACTION operated youth and higher education service and service-learning programs during Latino/Hispanic 8.5 12.5 with in-class discussion (service-learning), the the 1970s and 1980s.ACTION also published a magazine, benefits are even greater.12 Among high school Synergist,devoted to highlighting research and effective practices about service and service-learning in education and other youth- Asian-American 2.2 3.6 and college volunteers, those given the opportu- serving organizations. nity to reflect on their experiences in a classroom 2. Data based on Learn and Serve America’s annual reporting Native American/ instrument, the LASSIE survey. For 2002-03, N=1591. Alaskan Native 1.2 2.4 are more than twice as likely to volunteer regu- 13 3. 51 commissions are eligible for formula grants, including the larly as those not given the opportunity. District of Columbia and Puerto Rico and excluding South More than two races 0.8 0.9 Dakota. In the 2003 competition,Wyoming was the only eligible state not to apply. Research also demonstrates that there is a strong Hawaiian/ 4. Participant data based on 2002-03 LASSIE survey. Pacific Islander 0.3 0.1 impact of youth service on the volunteering 5. Percentages based on 2002-03 LASSIE; N=979 habits of adults.According to Independent (with a total of 604,590 service-learning participants). Sector, two-thirds of adult volunteers began 6. Percentages based on 2000 U.S. Census. 7. Ibid. volunteering their time when they were young Impacts of Learn and Serve America 8. Brandeis University (1999). National Evaluation of Learn and Serve (under the age of 18).14 Based on the most recent America. Programs evaluation by the federal government on service- 9. RMC Research Corporation (2002, November). Colorado According to an evaluation of Learn and Serve Department of Education Service-Learning: Evaluation Report. learning in 1999, a third of all public schools, 10. Kirby, K. (2001, May). Emerging Answers: Research Findings on America programs published in 1999, middle and including nearly half of all high schools, have Programs to Reduce Teen Pregnancy. National Campaign to Prevent high school students participating in Learn and organized service-learning activities for their Teen Pregnancy. Serve America programs contribute, on average, 11. Brandeis University (1999). National Evaluation of Learn and Serve students and 57 percent of all public schools have America. 73 hours of service to their community annually. organized community service activities.15 Learn 12. CIRCLE (2002, September). The Civic and Political Health of the In addition, the vast majority of service-learning and Serve America continues to seek ways of Nation:A Generational Report. participants (95 percent) reported that they were 13. Ibid, page 33. expanding and institutionalizing the practice of 14. Independent Sector (2002, November). Engaging Youth in Lifelong satisfied with their community service experi- service-learning. In the 2003 grant competition, Service. ence, while 99.5 percent of the school and com- 33 of 84 competitive grants went to organiza- 15. Skinner and Chapman (1999). Service Learning and Community Service in K-12 Public Schools. munity agencies where students conducted their tions new to Learn and Serve America, and service reported that their overall experience nearly all of the remaining competitive grants with the program was good or excellent.7 The went to consortia that, in turn, subgrant to new intensive service experience of Learn and Serve schools, colleges, and organizations.Through the

38 G2G Service-Learning

In the 2003 legislative session, unlike previous post-secondary education.Texas passed Senate years where state legislatures mandated service- Concurrent Resolution 12, which urges “public Policy learning and community service opportunities and private institutions of higher education in the for K-12 students, many of the service-learning State of Texas to adopt service-learning as an Jennifer Piscatelli, Researcher, Education Commission of and community service initiatives passed were important pedagogical tool and as a central form the States’ National Center for Learning and Citizenship directives to other bodies, such as state boards of of engagement, civic outreach and citizenship education and higher education governing boards, education.” Passage of West Virginia’s House Bill to establish rules, guidelines or programs related 4362 requires each higher education institution’s Introduction to service-learning. governing board to establish and implement a policy through which college students may As service-learning becomes a more common For example, the Arizona legislature directed the obtain credit toward graduation for service practice in America’s schools, the availability of Arizona Board of Education to establish guidelines performed in public schools as tutors, student high-quality service-learning opportunities and to promote volunteerism and community service. advisors and mentors. the methods for sustaining service-learning are The bill required that the state board of education receiving attention from service-learning advocates adopt guidelines to “Encourage pupils in grades Service-Learning and Civic Education and policy-makers. One approach for sustaining nine, ten, eleven and twelve to volunteer twenty Service-learning continues to be viewed as an and increasing service-learning opportunities is hours of community service before graduation through policy. Policies supporting, encouraging effective method to engage students in citizenship from high school” (Arizona Statute 15-203). education. Maine and New Hampshire established and mandating service-learning are being The law states that community service may introduced at the state and district levels. commissions to study citizenship education within include service-learning. their states.The charge of Maine’s “Commission to State Policy Innovations Study the Scope and Quality of Citizenship Even states that typically offer great latitude in Education” includes studying “the extent to which The Education Commission of the States’ National education policy-making to local school districts citizenship education, including service-learning, Center for Learning and Citizenship (NCLC), have begun encouraging service-learning through is currently included in the visions, missions, with support from the Kellogg Foundation state policy.Although all high school graduation values and practices of Maine school administrative through its Learning In Deed project, created a requirements in Iowa are determined at the district districts and institutions of higher education.” 50-State Service-Learning Policy Scan in 2001. level, in 2003 the Iowa legislature enacted House The Commission has recently begun its work and The scan reviewed state policy as it is presented File 180, which states,“The board of directors of will make recommendations for policy changes to in state constitutions, state statutes, state codes a school district or the authorities in charge of a the legislature once its study is complete. or regulations, and state board of education non-public school may require a certain number regulations. Currently, only one state has a service- of service-learning units as a condition for the The Commission to Examine and Assess the Status learning graduation requirement (Maryland), inclusion of a service-learning endorsement on a of Civic Education in New Hampshire, established although eight other states allow service-learning student’s diploma or as a requirement for gradua- by House Bill 1151, recently released its final to be applied toward graduation requirements. tion from the district or school.” report. The Commission identified service- NCLC will conduct a comprehensive update of learning as one of seven approaches to civic edu- the policy scan in 2004. (See www.ecs.org/nclc Legislative action in several states also acknowl- cation present within the state, and noted that of for updated information.) edged the importance of service-learning in schools responding to their survey, 40 percent of

G R O W I N G T O G R E A T N E S S 39 Service-Learning Policy

high schools, 63 percent of middle schools and component be included in district-provided As schools and districts recognize the value of 45 percent of elementary schools in New professional development, or providing integrating service-learning into the curriculum, Hampshire report offering service-learning transportation for service-learning projects; and they will seek opportunities to sustain service- opportunities for their students. • Adoption of flexible scheduling to allow for learning through policy at the state and district service-learning activities. level. G2G District Policy The relationship between local, district and state policy is not necessarily linear when it comes to service-learning. Local school districts continue Service-Learning in the United States to enhance and implement state policy require- ments through their own policies and practices, WA such as including questions about service- MT ND ME learning in teacher interviews and evaluations 3 4 OR MN VT and including service-learning in new 1 3 4 1 5 6 5 NH ID WI teacher orientations. SD NY 6 3 5 1 3 MI MA WY 4 5 14 RI CT 1 Many local districts have begun looking IA PA DC NE NJ 4 1 1 toward formalized district policy as an avenue NV IL IN OH MD 1 DE to institutionalize or sustain service-learning as UT 3 2 CA CO 4 WV 3 4 KS MO VA a regular component of the school experience 3 4 6 3 KY within their district. 3 6 4 NC AZ NM OK TN 1 4 4 Some approaches districts have taken to sustain 3 AR SC 3 5 6 1 3 4 6 3 4 5 service-learning through policy include: MS AL GA 4 6 3 • Passage of school board resolutions supporting LA the use of service-learning (non-binding); TX 3 4 4 • Inclusion of service-learning in district and FL AL school mission statements, goals and strategic 3 4 plans; • Passage of specific district-wide service- HI learning policies by the local school board, such as requiring service-learning opportunities 1. The state permits community service or service-learning 4. The state encourages the use of service-learning as a mecha- for all students, requiring a service-learning activities to be applied toward graduation requirements. nism for increasing student achievement and engagement. 2. Service-learning is a requirement for graduation. 5. Service-learning is included in the state’s education standards. 3. Statutes, rules, regulations, creation, or purpose of programs 6. The authorization of funding appropriations, and the relating to service-learning. creation of service-learning activities and programs.

40 G2G TM

Introduction to State Profiles

SEANet, Rich Cairn, and Marybeth Neal, Ph.D. simply the stage for service to being service-learning providers themselves offering training to teachers, The profiles of states is like a bouquet of flowers, students, and providing a complete service-learning each one tantalizing for the creative possibilities they curriculum that includes assessment of students and suggest for how to nurture young people into program evaluation components. engaged, educated citizens. The profiles are only a beginning, meant to give the The profiles show the various ways service-learning reader a sense of the historical precedent as well as has become a part of states’ work and how it is the variation and possibilities of service-learning. delivered – either directly or through specially The process for collecting the data used to create the formed organizations.We see that service-learning institutional history part of profiles was to interview is connected to and supports other state initiatives, the State Educational Agency staff person (the SEA) at times transcending and outlasting these other responsible for the administration of Learn and Serve initiatives which suggests that service-learning is America funds.The stories of impact came from fundamentally “good teaching practice” that can various sources including the SEAs, SEANet (the enhance other educational reform initiatives. State Educational Agency Network), the CNCS website and from the programs themselves. The profiles also present examples of impact on the local program level, which illustrate a variety of Readers may note that the numbers of participants outcomes – including students’ academic and social varies widely from state to state, reflecting different achievement, on school climate, school-community systems for collecting information as some states relations and future volunteering.These stories collect data only on Learn and Serve America partic- suggest that the creation of service-learning ipants and other states collect data more widely.To programs is limited only by the imagination. Service- get an accurate estimate of service-learning by state learning can be a part of academic learning for that includes both LSA-funded, other-funded and students in any grade from kindergarteners to high non-funded service-learning is a challenge to collect. schools seniors. Furthermore, all disciplines – including math, science, social studies, English, art, We are currently developing strategies for the next music, drama, and foreign languages can be applied year/next phase of the development of our reporting in service to address a community need. procedure and content. For those interested in help- ing collect data for their state may contact Marybeth Additionally, some examples show how schools can Neal, research director for Growing to Greatness at partner with community-based organizations (CBOs) [email protected]. and the different roles CBOs can play – from being G R O W I N G T O G R E A T N E S S 41 California Department of Education, Phone: (916) 319-0911 Youth Service California CalServe Initiative Fax: (916) 319-0105 663 13th St., Oakland, CA 94612 Mr.Wade Brynelson [email protected] Phone: (510) 302-0550 1430 N Street www.cde.ca.gov/calserve Fax: (510) 302-0551 Sacramento, CA 95814 [email protected] • www.yscal.org

CAC A L I F O R N I A

State Implementation Strategy California participated in the W.K.Kellogg conferences and teacher institutes, newsletters, Through the CalServe Initiative, the California Foundation’s Learning In Deed national service- websites, grants, and technical assistance. Regional Department of Education supports a Statewide learning demonstration program, strengthening Networks partner with schools as well as volunteer Regional Service-Learning Lead Infrastructure and practice and policy at the district level. resource centers, colleges and universities, and over 45 district-wide school-community partner- other institutions. Regions serve all schools and ships that annually involve over 130,000 students Under a contract from the CalServe Initiative, districts in their areas, including those receiving no and approximately 15,000 adult volunteers in the University of California at Berkeley’s Service- Learn and Serve America funds. Regions also field urban, rural and suburban communities throughout Learning Research and Development Center a number of VISTAs in support of school-based the state. conducted a three-year study of 35 K-12 district- service-learning. CalServe,Youth Service wide service-learning partnerships between 1997 California, and the regional networks offer a Building on Research – In 1994, California shifted and 2000.Their report recommended specific steps variety of staff development opportunities Learn and Serve grants from individual schools to at the state and local level to ensure high-quality throughout the year. district-wide proposals. Reinforcing the impor- practice, support sustainability and institutionaliza- tance of this strategy, the 1996 state evaluation tion of service-learning, and strengthen local Los Angeles Unified School District will begin study by RPP International determined that evaluation methods. requiring service-learning for all high school service-learning had a positive impact on student graduates students in 2007. learning. It also found that few schools were In 2000, the University of California at Berkeley’s embracing service-learning as a way to realize Service-Learning Research and Development Linking to Education Initiatives – California has school-wide goals.As a follow-up to the study, Center reported on the viability of various long sought to forge strong links between service- CalServe began to build a regional infrastructure approaches for advancing K-12 service-learning learning and academic standards. CalServe and the of support. in teacher education. Based on this research, California Environmental Protection Agency are California is implementing a plan to strengthen implementing a district-wide waste reduction and In 1998, the Superintendent’s Service-Learning service-learning instruction in teacher preparation recycling program.The California Integrated Waste Task Force brought together a diverse group of programs. Management Board offered grants, educational 29 California educators, students, researchers, and materials, professional development and technical representatives of nonprofit organizations and Building an Infrastructure of Support – CalServe support to districts over a two-year period to businesses experienced in service-learning. partners with the nonprofit Youth Service integrate instructional strategies that address Recommendations included shifting to an California to provide training and technical state content standards with campus resource emphasis on district-level implementation, includ- assistance to schools and districts.Youth Service conservation programs ing support for local service-learning advisory California accesses many sources of public and committees; linking service-learning to state and private funding. Youth Service California and the Governor’s local standards, assessments, and accountability Office on Service and Volunteerism (GoSERV) tools; mobilizing partners; and strengthening youth The twelve Regional Service-Learning Networks sponsor the California After-School Service- voice. From 1998-2002, seven school districts in provide a broad range of services, including Learning Initiative, which incorporates service-

42 G2G learning into after-school programs as a strategy for role in California’s Unified State Plan for Service 2003-2006 CNCS Learn and healthy youth development, academic enrichment, and Volunteerism. Serve America Grants and civic engagement in a diverse society. California Department of Education, Convening and Celebrating – California established CalServe Initiative The regional networks link service-learning to many an official state holiday to honor Latino labor leader School-Based Learn and Serve America education initiatives from Migrant Education to Safe César E. Chávez and promote service to communi- (Formula) and Drug-Free Schools.The federal School to Career ties. Curriculum for Chávez Day is on the CalServe $2,593,052 initiative offered many opportunities for strong website.Youth Service California also makes small collaboration during the late 1990s.The regional grants available for Chávez Day projects. California Governor’s Office on networks also sponsored state and regional forums on Service & Volunteerism the civic mission of education in 2002-03, attended California hosted the National Service-Learning Community-Based Learn & Serve by hundreds of individuals and organizations. Conference in 1999, and is exploring hosting this $310,549 event in 2005. Building Partnerships – California hosts several The GRAMMY Foundation, national and regional service-learning and civic Sharing Tools – CalServe’s website offers many tools, Santa Monica engagement organizations, including the including curriculum, sample school board policies, Linking Civics, History and Service Constitutional Rights Foundation, the East Bay and school district surveys. (National Program) Conservation Corps, the State Environmental $350,000 Education Roundtable, and Adopt-a-Watershed. Benchmarks of Success During 2002-03 academic year, service-learning Support also comes from higher education centers, involved: Restoring the Community including the University of California at Los Angeles After a Wildfire Service-Learning Clearinghouse Project, the Haas • 45 School-Based Grantees; Center at Stanford, and University of California at • Approximately 130,000 students; After a devastating wildfire hit Berkeley’s Service-Learning Research and • 23,000 adult and senior volunteers; Carlsbad in San Diego County, Development Center. • 5,000 teachers; and high school biology students and elementary school children worked A Statewide Network Leadership Team including • 9,400 community-based organizations partnered together to plant a garden of CalServe,Youth Service California, Corporation for with school-based projects. National and Community Service California Office, 1998-2002 – W.K.Kellogg Foundation chose native species at a park, while GoSERV,California Mentoring Project, California California as one of five Learning In Deed states. studying how nature recovers Campus Compact, and the state’s Volunteer Resource from fires. Centers meets monthly to coordinate activities and pool resources. Service-Learning plays a prominent

G R O W I N G T O G R E A T N E S S 43 Colorado Department of Education Phone: (303) 866-6969 Dr. Kate Cumbo Fax: (303) 866-6888 201 East Colfax Avenue [email protected] Denver, CO 80203 www.cde.state.co.us/servicelearning

COC O L O R A D O

State Implementation Strategy community-based funds were awarded to agencies through the Communities Strengthening Colorado Building a Regional Infrastructure – Starting in the working directly with K-12 schools to help initiative. Six participating communities are engaged in Assets Based Community Development 1990s, Colorado gave approximately 60 sub-grants educators align service-learning with content and Public Dialogue through the Institute on the annually to teachers to implement projects in their standards and Colorado’s high stakes assessment Common Good to foster dialogue and mobilize classrooms, fostering a broad expansion of service- (Colorado Student Assessment Program — CSAP). communities to identify civic outcomes for learning across the state. Under the leadership Organizations such as Earth Force, the Denver youths – and, in turn, to develop service-learning of Elaine Andrus, a middle school teacher from Zoo, and the PeaceJam Foundation aligned their curricula and resources to standards, and developed programs in and out of school that develop these Colorado Springs, Colorado linked service- outcomes for all youths. learning with state middle school reform efforts. assessments and activities that helped students prepare for CSAP while doing service-learning. State evaluation results supported the success of Convening and Celebrating – Since 1992, In 2000, Service-Learning Colorado’s leadership Colorado has involved over 350 youths and adults shifted focus to building infrastructure. Learn and their efforts, finding that students who participated in these programs had higher GPAs and performed annually in its state service-learning conference. Serve grants, supplemented with private funding, The conference recognizes leadership in service- significantly higher on CSAP than their peers helped create four official Service-Learning learning through its Shakers and Groovers awards, who did not participate. Regions (with two emerging regions), including and Service-Learning Leader Schools. (Colorado a full-time service-learning coordinator, three has continued this program even after CNCS Supporting Civics-Focused Service-Learning – full-time AmeriCorps* VISTAs, and a formal paused the program.) The conference also recog- partnership with a college or university service- Spurred by the neglect of civics on the state nizes recipients of the President’s Student Service learning center. Each region assesses the needs of assessment, educators and parents convinced the Awards and Presidential Freedom Scholarships. their educators and communities, and develops Colorado Legislature to pass a bill requiring a Colorado hosted the National Service-Learning programs accordingly. For example, the Southwest civics course for high school graduation. Project Conference in 2001. Regional Initiative helped the Durango Public Citizen, Facing Civics and Ourselves, the Schools develop a service-learning strategic plan Close-Up Foundation, the Center for Law and Linking to Education Initiatives – Service-learning that included an increase in student participation Democracy, the Denver-based Education advocates in Colorado collaborate with imple- in school governance. Each region offers three to Commission of the States (ECS), and the CDE menters of the No Child Left Behind (NCLB) act, five service-learning trainings per year and gets joined together as the Civic Canopy to strengthen including Safe and Drug Free Schools (Title IV), funding from at least two sources. civics and service-learning in the state. In Fall Innovative Programs (Title V),and Migrant 2003, the CDE, with assistance from the Civic Education (Title IC). Colorado also links service- Integrating School and Community-Based Service- Canopy, hosted the first annual Civics and learning and character education. Service-learning Learning – From 1993 through 2003, the Service-Learning Academy. practitioners are reaching out to programs for Colorado Department of Education (CDE) English language learners, and to charter and private schools. During the late 1990s, service- managed the Learn and Serve Community-Based Colorado’s Learn and Serve Community-Based Grant – now a faith-based partnership managed learning built strong links with School-to-Work Grant, integrating community- and school-based through Regis University – is tackling youth civic and Goals 2000 initiatives. service-learning across the state. Starting in 2000, participation from the community perspective 44 G2G Building Partnerships – With support from ECS, Benchmarks of Success Colorado held service-learning policy institutes for During 2002-03 academic year, service-learning administrators in an effort to build administrative involved: Reflections from support for service-learning. RMC Research, Fort Collins Junior High evaluator of Colorado’s Learn and Serve America • 21 School-Based Grantees (Formula and School Students grants, also collaborates on state policy and imple- Competitive Grants); mentation. In addition to the CDE and Colorado • Approximately 16,500 students who completed “Adults are always complaining Commission on Community Service, the team approximately 109,000 hours of service; about how youths are a danger includes representatives from ECS, Colorado Campus • 231 adult and senior volunteers; to the community, but they won’t Compact, and private consultants. Regis University • 4 CHESP Grantees; let us fix our mistakes. Service- and the University of Denver also have been strong partners at the state level. • 14 VISTAs designated to build capacity and support learning will get youths involved for service-learning; in their communities.” Efforts to build infrastructure for service-learning in • 36 lead teachers; Colorado include partnerships with other National • 193 community-based organizations partnered with “Service-learning Service partners. Dr. Kate Cumbo, Director of school-based projects; also makes school Service-Learning at the CDE is in her second term • 6 college/university campuses through Campus on the Governor’s Commission on Community seem exciting rather Compact; and Service. Additionally, the 14-member Service- than dull.” Learning AmeriCorps* VISTA Team has been • An estimated 3 faith-based organizations. instrumental in creating the service-learning regional infrastructure. In Fall 2003, CDE partnered with 2003-2006 CNCS Learn and AmeriCorps* National Civilian Community Corps Serve America Grants (NCCC) to create a “Civic Troupe” of twelve Colorado Department of Education 18-24-year-olds who were trained in history, civics, School-Based Service-Learning and theater, and then mobilized to present to 2,600 $241,677 students at 25 schools.The NCCC Civics Troupe also Colorado Governor’s Commission on National presented at the State Capitol and the annual service- & Community Service learning conference, presenting civic heroes as 2003 Community-Based Learn & Serve service-learners. $336,716 Sharing Tools – The Service-Learning Colorado Colorado Department of Education website offers many free documents, including Linking Civics, History and Service service-learning manuals and presentation materials. $350,000

G R O W I N G T O G R E A T N E S S 45 Florida Department of Education: Joe Follman Phone: (850) 487-0262, Florida Learn & Serve 325 John Knox Road, Building F, Toll-Free: (888) 396-6756 Florida State University Suite 210 Fax: (850) 922-2928 Tallahassee, FL 32303 [email protected] www.fsu.edu/~flserve

FLF L O R I D A

State Implementation Strategy • Three-year Model and Demonstration Sites are learning, approving and supporting the use of In 1990, the Florida Department of Education made to schools, ranging from individual class- VISTAs to promote and build capacity for service- (FDOE) began leveraging a Drug Prevention rooms within schools to multiple classrooms learning. Florida Learn and Serve conducts joint trainings with these partners as well as with the Trust Fund to support community service grants. within the same school to school-wide service- Florida Association of Volunteer Centers. Modeled after work by PennServe in Pennsylvania, learning to partnerships between multiple Florida allocated $200,000 from the assets seized schools. Service Leadership Florida, a project of the during drug-related arrests to support service- • District Infrastructure Projects are three-year National Service Leadership Institute in partner- learning projects. Florida later used these funds to grant awards to help school districts institutional- ship with the CNCS State Office, builds leadership match Federal Learn and Serve funds beginning in ize service-learning. and capacity among leaders from government, 1992. In 1995, FDOE contracted with Florida education and service.The training curriculum State University to coordinate the program. Building Partnerships – Florida Campus Compact, focuses on how to make positive change through Florida Learn and Serve,VISTA, Florida’s service and engages 30 people each year. Florida State University’s Learn and Serve now Community-Higher Education-School Partnership has a staff of five (four full-time, one part-time) (CHESP) grant, and the Title IV Community In 2002, the FDOE’s Safe and Drug Free Schools working on service- and service-learning-related Service Grants program have provided strong, Office and the Governor’s Office of Drug Control programs in Florida.Through strategic partnerships shared leadership for service-learning as the formed a partnership with Florida Learn and with other education initiatives, more than 40 staff Florida Alliance for Student Service (FASS). Serve partnership on Title IV prevention programs. across the state are working in support of service- Thirty-five projects statewide employ service- learning. Over 2,000 awards have been made since Florida Learn and Serve partnered with Florida learning programs with students who are 1990. For 2003-04, nearly $1 million was awarded Campus Compact to conduct a series of 11 suspended, expelled, or in alternative programs for approximately 90 projects and 100 mini-grants. service-learning institutes over three years, including two in teacher education and one in in lieu of expulsion. Given the large size of many school districts environmental issues. Representatives from K-12, Convening and Celebrating – Since 1990, Florida (Florida school districts are organized by county), higher education and community-based organiza- Learn and Serve has provided a range of 25-30 district-wide initiatives have been challenging. tions come to these institutes to develop a plan school district/region/statewide trainings and Florida Learn and Serve administers competitive to submit to FASS, which provides seed grants to conferences. Florida has trained and fielded about grants in three categories, along a continuum from help realize the goals and objectives of the plan. 75 educator peer mentors since 1996. “planting seeds” to “building infrastructure”: Volunteer Florida, the state’s Commission on • One-Year School-Based Service-Learning National and Community Service, is a strong The CNCS has awarded 13 Florida schools as Projects are renewable and individual schools can supporter of service-learning as well as full-time National Service-Learning Leaders Schools who apply through districts. Florida’s largest funding service.The Corporation for National and serve as mentors to other schools. Florida also category also includes a sub-category for plan- Community Service (CNCS) Florida State Office hosted the National Service-Learning Conference ning grants. is also a key stakeholder in promoting service- in 1997 and 2004.

46 G2G Florida Learn and Serve has created a guide to • 92 School-Based Grantees; assess student learning through service experiences. • 15 CHESP Grantees; In 2000, Florida Learn and Serve began compiling Historic Discovery information showing linkages between service- • 35 Title IV Community Service Grant Recipients (an average of $66,000 each); learning and Florida’s Sunshine State Standards. In 1998, a group of high Florida Learn and Serve publishes a regular newsletter • 20 VISTAs designated to build capacity and support school students in Alachua and produces a book of program profiles. for service-learning; County were conducting service- • Approximately 40,000 students completed and learning environmental projects Florida annually awards leading teacher-practitioners average of 100 hours each; and youths who exemplify accomplishment, and discovered more than 200 commitment, and leadership through service- • An estimated 250 schools which provided service- ancient Native American canoes. learning activities for their K-12 students; learning activities. Archaeologists recognized the site’s • 500 teachers; significance, declaring it be the Evaluating Success – A four-year study completed in • 500 community-based organizations partnered with greatest concentration of ancient 1998 involved 117,187 youths participating in 382 school-based projects; sub-grants, and provided comprehensive evidence of canoes ever found.Though some the positive effects of service-learning on student • 35 college/university campuses through Florida of the students had previous run- Campus Compact; outcomes in Florida. In 1998, attendance improved in ins with the law, they took such 83 percent of reporting sub-grantees, while • 750 adult and senior volunteers; pride in their discovery that they 80 percent of reporting sub-grantees had fewer • 250 students with disabilities; and discipline referrals. took extra steps to protect the dig • An estimated eight to ten faith-based organizations. site from prospective looters. Florida is evaluating the effect of service-learning programs on middle school students, social develop- 2003-2006 CNCS Learn and ment, drug use, and attitudes of participants in Title Serve America Grants IV Community Service Grants programs. Florida Department of Education, Florida Learn & Serve Sharing Tools – Florida Learn and Serve hosts a School-Based Learn and Serve America (Formula) useful website with information about its grantees $964,777 and programs. Florida Department of Education Benchmarks of Success Community-Higher Education-School Partnership During 2002-03 academic year, service-learning (CHESP) involved: $350,000

G R O W I N G T O G R E A T N E S S 47 State of Hawaii Department of Education (808) 733-9141 ext. 321 Youth Service Hawaii Phone: (808) 843-3466 Colleen Murakami [email protected] Kelley Oshiro Fax: (808) 988-1779 Environmental Education/Service-Learning www.k12.hi.us/~svclearn/welcome.html P. O. Box 61007 [email protected] 475 22nd Avenue, Room 115 Honolulu, HI 96839 www.youthservicehawaii.org Honolulu, HI 96816

HIH A W A I I

State Implementation Strategy community-based organizations for this influx of the lead agency for National Youth Service Day. Hawaii is one of the smallest states, both in popu- service-learners. The Hawaii Service Learning Initiative that is lation and area.Yet the great distances between administered by Youth Service Hawaii engages islands, and between Hawaii and the rest of the Building Infrastructure for Training and Support – youth (ages 5-17) in addressing community needs United States, forces Hawaii to be resourceful. Dedicated individual teachers have played and to build community networks and partner- Hawaii’s relatively modest share of Corporation for prominent roles at the state level, helping with ships that will help to sustain service-learning and National and Community Service Learn and Serve teacher training, contributing to state conferences build social capital.The Youth Council,made up funds also limits state staff development activities and other events, and producing publications. of student leaders from public and private schools, and other support resources. strive to incorporate service-learning practices To date, training in the School-Based Learn and in their clubs and school groups as they mobilize Since 1993, the Hawaii Department of Education Serve Program has been largely limited to an students across the state in service to their has offered small one-year project grants of about initial orientation on service-learning. Beginning communities.) $3,000, to approximately 20 teachers each year. in 2003-04, however, the State of Hawaii Now, to deepen practice and sustainability, Hawaii Department of Education will provide more Linking to Educational Initiatives – In a small seeks to support school-wide programs, and to staff development activities to institutionalize the state, the same state staff person often oversees extend grants to two or three year cycles. In philosophy of service-learning into the classroom. several education programs, making coordination 2003-2004, although the Learn and Serve Hawaii It will also seek to mobilize 15 complexes (high between initiatives a matter of course. Further- program provided only twelve sub-grants, there are schools and their feeder schools) to provide more, the need to make learning relevant and other schools that are providing service-learning training and technical assistance to their schools. significant to students has also closed the gap activities through the integration of character The state will provide a part-time coordinator to between program areas. Service-learning in Hawaii education, social studies, science, career and oversee program implementation and evaluation is integrated into character education programs, technical education, and health education. and provide a training of trainers session. environmental education (featuring watershed protection), science education, Carl Perkins In 2008, high school seniors must begin to A key partner in service-learning is Youth Service (vocational education), work study, special demonstrate their ability to apply academic Hawaii (YSH), a non-profit organization founded education, English for Second Language Learners learning in real-world contexts through a in 1996. Its efforts include curriculum develop- (featuring tutoring), and Title IV Drug Free culminating senior project. Many of these students ment, student and teacher fellowships, a youth Schools. Learn and Serve Hawaii works closely will also complete service-learning activities as advisory council, student leadership seminars, with social studies educators on an initiative to part of their senior projects.Youth Service Hawaii workshops, newsletters, a website, and since 2002, infuse service-learning into American History. aids service-learning practitioners to prepare an annual state-wide conference.YSH is also Service-learning strongly supports Hawaii’s content standards for Civic Education.

48 G2G “Ma Ka Hana Ka ’Ike” — In Doing Is Learning

Building Partnerships – In addition to Youth Service Benchmarks of Success Hawaii, school-based service-learning practitioners During 2002-03 academic year, service-learning collaborate with the American Red Cross, City and involved: Tropical Reforestation and County Civil Defense, as well as with Hawaii and Ecosystem Education Center Pacific Islands Campus Compact, on easing the transi- • 8 School-Based Grantees; (TREE Center) tion from high school to college.Teachers and stu- • Approximately 635 students each completed an dents also work closely with the Department of Land average of 20 hours of service; Guest speakers and field trips helped students and Natural Resources, Department of Health, City • 29 adult and senior volunteers; and understand the rare Hawaiian ecosystem, and County Department of Parks and Recreation, • 14 Community-Based Grantees engaged over 2000 current issues regarding development, and the Waikiki Aquarium, Kokee Discovery Center, youth in nearly 30,000 hours of service to their work of the national parks.TREE Center Department of Transportation, Civic Clubs, retirement communities and collaborated with over 150 school, homes, and other non-profit organizations to address staff and students were invited to the grand community, state, and University partners. local community needs. Many of these partnerships opening of the new park visitor’s center, where are sustained over several years and many intergenera- there was a blessing and lunch in celebration 2003-2006 CNCS Learn and tional links are formed. of the new center and trail.TREE Center Serve America Grants students presented ho’okupu, offerings, to State of Hawaii Department of Education Celebrating – Hawaii has had ten National Service- the park.The next week the youths did an Learning Leader Schools. School-Based Learn and Serve America (Formula) $70,558 “outplanting” of the restoration site at the Sharing Tools – The Department of Education will national park where the new trail goes soon publish a Service-Learning Guide for through to the coastlines. Forty native species Administrators. were planted.The students also labeled and fertilized all plants in the field.The national park rangers are pleased about the survival rates and thorough job done by the youths. Two students decided to volunteer at the park at the end of the class, and will work directly with docent tours of the restoration site and with maintenance of the native plants.

G R O W I N G T O G R E A T N E S S 49 Iowa Department of Education Phone: (515) 281-3290 Joseph P.Herrity Fax: (515) 242-6019 Grimes State Office Building [email protected] East 14th and Grand Avenue http://www.state.ia.us/educate/ecese/cfcs/sl/index.html Des Moines, IA 50319-0146

IAI O W A

State Implementation Strategy learning programs. By 1999, 49 percent of Community Education Association, Iowa Asset Throughout the 1980s, Iowa created institutions responding school districts reported having a Building Coalition, Institute for Character to support local volunteerism in communities and service-learning program in at least one grade Development, Iowa School Volunteer Network, level. Sixty percent of these reported that they and the Iowa AfterSchool Alliance. schools: the Governor’s Volunteers Award Program pay for activities out of general funds, not grants. and Conference on Volunteerism (1983), the Fourteen percent of districts reported having a Building Partnerships – Iowa’s Commission on Governor’s Office on Volunteerism (1987), and district-wide program. Volunteer Service supports service-learning as part the Iowa School Volunteer Network (1989). Joe of a “three-legged stool: service-learning, volun- Herrity, service-learning consultant at the Iowa In a 1999-2000 statewide survey, school districts teerism, and community service.”Accordingly, the Department of Education, was involved in many reported that, in 2000, they had integrated Commission supports and promotes ComServ of the activities that helped lay the foundation for service-learning into many district-wide Iowa,AmeriCorps, and Senior Corps. service-learning in Iowa. initiatives:“school-to-work” (44 percent), school improvement (39 percent), character education The Iowa Celebration of Youth Service Day offers In 1992, the Iowa Department of Education (38 percent), gifted and talented (37 percent), Safe an opportunity for business and community part- began helping schools transform community and Drug Free Schools (36 percent), vocational ners (Hy-Vee supermarket chain, Iowa Pork service and volunteer programs into service- education (36 percent), at-risk (35 percent), Producers Association, Drake University, Iowa learning. ComServ Iowa makes one-year grants to guidance (34 percent), and mentoring programs Department of Education, Iowa Commission on districts and schools to involve classroom teachers (33 percent). Volunteer Service, and the American Red Cross) and students. Grants support single or multiple to support service-learning. In 2004, approximately schools within a district to develop curriculum, Mobilizing Advocates – Iowa’s twelve state-sup- 1,800- 2,000 students will participate in a combi- train staff, and create supportive policy. ported regional Area Education Agencies created a nation celebration of awards, Leadership Olympic “Service-Learning Network” (AEA SL network) activities, and service projects.The State Fair, ComServ Iowa’s long term goals include: in 1999 to promote service-learning as an effective where four National Service-Learning Leader connecting academic curriculum with community instructional methodology for K-12 students and Schools, as well as Presidential and Prudential stu- service-learning and providing a meaningful other learners. dent award winners, have been recognized, offers context for learning; developing pilot projects that another opportunity to celebrate and promote can be replicated; to building a statewide network The Iowa Coalition for the Integration of Service- service-learning. of service-learning programs, activities, information Learning (ICISL) also began in 1999 to improve and opportunities for youth service; and increasing schools through service-learning and to create Service-learning is promoted as a teaching the quality and availability of opportunities for school and community partnerships. Its member- and learning strategy, and school improvement youth service. ship is broad based and includes membership practice with many organizations and groups outside of education. (e.g. service-learning, character development, Linking with Other Education Initiatives – A 1993 and asset building). Such collaboration also survey found that one-fourth of Iowa school ComServ Iowa holds an annual service-learning promotes service-learning to the constituents of districts had community service or service- conference, which is integrated with the Iowa these initiatives. 50 G2G New relationships are being developed with a variety Benchmarks of Success 2003-2006 CNCS Learn and of state agencies and organizations concerning civics In 2003, the Iowa Legislature unanimously passed a Serve America Grants and economic development. ComServ Iowa is bill authorizing school districts to consider adding a Iowa Department of Education beginning to work with Secretary of State and the requirement of a certain number of service-learning School-Based Service-Learning (Formula) Iowa Social Studies Association in linking “service,” units as a condition for the inclusion of a service- $168,901 “civics,” and “education.” learning endorsement on a student’s diploma or as a condition of graduation from the district or school. From 1994-1999, Minnesota and Wisconsin joined Iowa in the Tri-State Initiative to deepen service- Since 1996, approximately $1,211,640 has been Marian Iowa learning practice at the school level. From 1997-2000, awarded using Learn and Serve America SEA School- Community History the states collaborated on deepening the curriculum Based funds from the Corporation for National and and instructional approaches needed to integrate Community Service under the ComServ Iowa Service-learning students in service-learning into curriculum plans, policies, and program. During this period of time, approximately Marian School District completed practice at both the state and local levels.A three-year 220 of the 408 school districts in Iowa have received an oral history, from the early research study involving 1,600 high school students ComServ funding. across the three states was designed to support 1850s, to 1900s, to the present. service-learning as a viable school improvement During 2002-03 academic year, service-learning Student recovered history that had practice and contributor to academic success. involved: previously been lost to the com- munity by going through the attics Sharing Tools – • 29 School-Based Grantees; and belongings of older residents • Iowa’s CD-ROM,“The Presenter’s Toolbox: • Approximately 14,000 students participated in A Service-Learning Multi-Media Resource” is service-learning. Each student completed an average in the community.This resulted a 2-disk set showcases service-learning. of 8 hours of service representing approximately in the first documented history of • “Improving School Through Service-Learning: 120,000 student service hours associated with just the community, and was published Creating School and Community Partnership” is the ComServ Iowa grants; by the local historical society. a four-page,“Cliff notes” style handout on service- • 740 teachers; learning definitions, assessment, and benefits. • 1,400 adult and senior volunteers; and • “101 Ways to Integrate SL into Different • An estimated 192 schools provided service-learning Curriculum Areas” is a listing of various successful activities for their K-12 students. service-learning projects to help generate curricu- lum connections. See also the ComServ website.

G R O W I N G T O G R E A T N E S S 51 Maine Department of Education Phone: (207) 624-6740 KIDS Consortium of Maine Phone (207) 784-0956 Lora S. Downing, Education Specialist Fax: (207) 624-6731 Fran Rudoff, Director Fax (207) 784-6733 23 State House Station [email protected] 215 Lisbon Street, Suite 12 [email protected] Augusta, ME 04333-0023 www.state.me.us/education/lsa Lewiston, ME 04240 www.kidsconsortium.org

MEM A I N E

State Implementation Strategy Participating students share their work in work- With a Learn and Serve Linking Civics, History, Mobilizing Students as Planners – Maine’s shops and exhibits. and Service grant, Maine is working with Rhode statewide service-learning initiative began in 1988, Island and Massachusetts to develop civics when Marvin Rosenblum founded the KIDS Each year, hundreds of students come to the curriculum with social studies teachers from all Consortium of Maine (KIDS).Through KIDS, State Capitol Hall of Flags to display and talk three states. Maine will have seven sites.A total students gathered input,“ground-truthed” land-use about their service-learning projects and educate of 60 educators from all three states will gather in studies based on aerial photos, and helped develop legislators about their efforts. the summer of 2004 to weave service-learning recommendations to communities. into history and civic curricula. Each state will KIDS Consortium is a lead partner in a new form a study group to develop resource guides for When Federal Learn and Serve funding became Youth Innovation Fund initiative in Portland, practitioners, which will help to link history, civics, available in 1992, the Maine Department of Maine, funded by the W.K.Kellogg Foundation and citizenship education. Pre-service education Education (MDOE) partnered with the KIDS to through the National Service-Learning professors also will integrate service-learning into provide service-learning training, materials, and Partnership.YOUTHINK creates a student teacher preparation courses. program coordination. board to allot grants to student-developed service-learning projects. The Senator George J. Mitchell Center for Building Partnerships – The MDOE continues to Environmental and Watershed Research at the work in close partnership with KIDS. KIDS Linking with Other Education Initiatives – University of Maine holds an annual summit at conducts trainings twice a year in northern and Collaboration has shaped service-learning efforts which hundreds of students present on water southern Maine.The MDOE, KIDS, Maine within the MDOE. Maine’s Learn and Serve coor- quality protection projects. Campus Compact, Maine Commission for dinator, Lora Downing, is a member of the Community Service, and Communities for Department’s Career and Technical Education Maine’s Commissioner of Education is a strong Children (an AmeriCorps placement site) Team. She serves as liaison to four of Maine’s supporter of service-learning and has made meet monthly as the Maine Service-Learning 27 High School Career and Technical Education citizenship education a priority. In 2003, the Workgroup to strategize during the school year. Regions and Centers. She is also a member of the Maine Legislature formed the Legislative Study Department’s Standards,Assessment and Regional Commission on Civic Education in Maine.The In 2004, the fifth annual KIDS Student Summit Services Team as Maine’s Career Preparation Commission administered an online survey of will bring together hundreds of students, teachers, Consultant. Service-learning is integrated school systems to determine the quality and parents and community partners from around throughout the academic disciplines as well as extent of practice of service-learning and civic New England. Each year, there are team-building Maine’s High School Reform initiative and engagement. Results will be available in 2004, activities, a keynote address, a celebratory dinner Comprehensive School Reform Demonstration and will shape recommendations to the legislature. with entertainment, and workshops in different Projects. KIDS Consortium and the Maine skill areas common to many service-learning Department of Education worked jointly to align projects. service-learning and Academic Standards for all eight academic content areas of state standards.

52 G2G Improving School System Capacity – From 1998- Benchmarks of Success 2002, 12 Maine school systems ratcheted up During 2002-03 academic year, service-learning service-learning practice and policy through involved: Unity Elementary School participation in the W.K.Kellogg Foundation’s Learning In Deed (LID) national service-learning • 14 school districts; and Unity Elementary School has an demonstration program. • 7 college/university campuses through Maine ongoing project of improving their Campus Compact. school grounds. Currently, a group In the 2003-2006, Learn and Serve America K-12 School-Based Formula program, Maine’s subgrantees of students is planning to plant 2003-2006 CNCS Learn and will partner three veteran school systems with three shade trees and design a new sign Serve America Grants systems new to service-learning. Mentoring districts for the school.They will be work- will receive training on how to carry out that role. Department of Education ing with Unity College Students Each system will create a leadership team to ensure School-Based Service-Learning (Formula) and parents to determine the cor- $81,723 full implementation of staff development, planning, rect trees to plant, and how much curriculum integration, and assessment of learning Linking Civics, History and Service according to state standards. Each sub-grantee will shade they will provide.This $339,746 implement service-learning aligned with Maine’s science project involves students Learning Results and will develop assessments of researching trees best suited to • KIDS Consortium student learning that may become a part of each Kids Civic Action Network $298,000 (8 out of Maine, their speed of growth and school system’s local assessment system.At year’s end, 18 districts are in Maine) how and when to plant them. sub-grantees will hold a celebration at which students This work will be completed can demonstrate their achievement. this spring or in the early fall, Many school systems now have a part-time or stipend during the Unity College Day a service-learning coordinator.Almost all of these are of Service. paid for out of general funds.

Sharing Tools – Many useful tools are available through the KIDS Consortium of Maine, including alignment of service-learning and academic standards for all eight academic content areas of state standards.

G R O W I N G T O G R E A T N E S S 53 Maryland State Department of Education Phone: (410) 767-0356 Mr. Luke F.Frazier Fax: (410) 333-2183 Maryland Student Service Alliance [email protected] 200 West Baltimore Street www.msde.state.md.us Baltimore, MD 21201 www.mssa.sailorsite.net

MDM A R Y L A N D

State Implementation Strategy Serve” funding, service-learning had become 1997-2001 service-learning leadership retreats Requiring Service – In the mid-1980s, Maryland strongly rooted in a growing number of schools. convened 200-250 participants to examine issues Superintendent of Schools David Hornbeck and ways to improve service-learning program advocated for a community service graduation Beginning in 1993, MSSA annually trained and quality. In 2000, MSSA began annual quality requirement. In 1985, the State Board of mobilized approximately fifteen Service-Learning reviews of the service-learning programs in each Education required high schools to offer credit Teacher Fellows, instructors with exemplary of Maryland’s 24 school districts.To increase youth for service.Then in 1992, the State Board of service-learning programs who also shared their voice, MSSA offered a mini-grants program to Education adopted the current graduation rule expertise and enthusiasm with peers. By 2003, fund student proposals. that requires students to document 75 hours of 144 fellows represented all 24 school systems. service that includes preparation, action, and In 1992-1993, with help from the fellows and Recognizing Excellence – A further major strategy reflection components — or to complete a locally working closely with the academic disciplines, to uphold quality has been to recognize exemplary designed program approved by the state.Amid MSSA published curricula for each school level programs and individual contributions. MSSA’s significant publicity about the requirement, the and for special education. “Service Stars” awards highlight high school stu- Maryland Student Service Alliance conducted a dents from every school system who contribute campaign including student-to-student outreach In 1995, MSSA produced “Maryland’s Best significantly beyond the service-learning gradua- to further broaden public support for the require- Practices:An Improvement Guide for School- tion requirement. Service-learning projects that ment. Maryland’s Class of 1997, numbering Based Service-Learning in Maryland.”The book exemplify quality service-learning by meeting 42,000, was the first to meet the requirement. provided concrete means to improve practice, “Maryland’s Seven Best Practices” are awarded. based on interviews with 80 service-learning MSSA also annually recognizes the “Service- Ensuring Quality Practice – From the beginning, practitioners statewide. Responding to requests Learning Principals of the Year.”This year, the education and volunteer leaders recognized that from teachers and administrators, MSSA began Maryland Student Service Alliance will recognize if the graduation requirement were to succeed, to document and publish replicable models of key community partners from around the state. schools must provide students with quality service- service-learning programs that met all seven best Finally, Maryland’s annual Service-Learning learning opportunities. In 1988, private founda- practices.To further ensure administrative support, Conference draws more than 1,000 students, tions supported the creation of the Maryland MSSA produced “Shared Learnings:Administrative teachers, and administrators for a day of workshops Student Service Alliance (MSSA) as a public- Strategies for Service-Learning” in 1996.These and service projects. private partnership within the Maryland State strategies came from the experiences of the Department of Education. Over the next four Maryland educators who operationalized the Linking with Other Education Initiatives – The years, MSSA set out on an energetic program state graduation requirement. Maryland State Department of Education seeks of teacher training, curricula development, and to link service-learning with character education, technical assistance. In 1990, the State of Maryland In 1998, MSSA added the self-assessment tool, student leadership, and “21st Century Schools” added funding. By 1992, when Maryland first “Next Steps:A School District's Guide to the after-school programs. received half a million dollars in federal “Learn and Essential Elements of Service-Learning.” From

54 G2G Building Partnerships – Many of the strongest part- • All of Maryland’s 24 school systems have service- nerships occur at the local level.A Learn and Serve learning activities for their K-12 students, especially Communities-Higher Education-Schools Partnerships at the high school level; Stevensville Middle School (CHESP) grant (2000-2003) fostered these partner- • Approximately 400,000 middle and high school ships.The American Red Cross, the Chesapeake Bay students engage in service-learning; Middle school students in Queen Foundation, and YMCA have aided MSSA at the state • 5 CHESP Grantees and approximately Anne’s County engage in Serving level.The Maryland Governor’s Office on Service Seniors, a service-learning project and Volunteerism has collaborated on and provided 12 mini-grants; and funding for training and events. • 160 master service-learning teachers (fellows) who connected to math, science, social serve as resources to their local schools systems and studies, and language arts/reading Sharing Tools – Maryland offers curriculum for all as mentors to teachers. classes in partnership with the grades, including Special Education, as well as a state Department of Aging. training handbook and video. National Service-Learning Leader States Students define service-learning, 1992 – Commission on National and Community study citizenship, and become Benchmarks of Success Service designates Maryland as one of eight service- aware of the needs of the A weak economy has led to state budget cuts learning leader states. community, especially the changing in recent years. Currently the Maryland State physical and mental characteristics Department of Education Office of Service-Learning 1998-2002 – W.K. Kellogg Foundation chooses will operate with about half of its one time high of Maryland as one of five “Learning In Deed” states. of aging. Students then develop $800,000 per year. Nevertheless, Maryland’s deep relationships with elderly residents commitment to excellence in service-learning 2003-2006 CNCS Learn and of their community who are living practice endures. Serve America Grants in nursing homes or are involved Maryland State Department of Education with a senior center. (Maryland During 2002-03 academic year, service-learning School-Based Service-Learning (Formula) involved: Student Service Alliance Service- $334,061 Learning Teacher Fellow Kathy • 23 School-Based Learn and Serve Grantees; Maryland State Department of Education Fowler also wrote a 36-lesson • In 2003, approximately 52,437 students graduated Linking History, Civics and Service “Serving Seniors” unit for from high school, each having completed an average $91,682 of 75 hours of service over their middle school and grades 4-8.) high school careers for a combined total of 3,932,775 hours of service to their communities;

G R O W I N G T O G R E A T N E S S 55 Massachusetts Department of Education Phone: (781) 338-6306 Jessica Donner Fax: (781) 338-6332 350 Main Street [email protected] Malden, MA 2148 www.doe.mass.edu

MAM A S S A C H U S E T T S

State Implementation Strategy Service-Learning Center at the University of A Community Service-Learning Advisory Growing National Service from the Grass Roots – Massachusetts at Amherst. (The Corporation for Council appointed by the commissioner provides In 1986, Springfield Mayor Richard Neal and National and Community Service supported the input to the Massachusetts Board of Education Superintendent of Schools Thomas Donahoe latter through the National Youth Leadership and commissioned a survey of school district established community service-learning Council.) W.K.Kellogg Foundation-supported superintendents in 2003.The MDOE produced curriculum throughout the district as a way peer consultants also helped teachers implement a compendium of curriculum connections to for students to learn responsibility and necessary service-learning. service-learning, which is available on-line. basic skills. In 1990, Carol Kinsley, Springfield Service-Learning Program Director, launched the Mobilizing State Support – Responding to an Building Partnerships – Learn and Serve Community Service-Learning Center to provide extended campaign by MSA, the Massachusetts Massachusetts works closely with the MSA, training and technical assistance to schools. Legislature dedicated $2.5 million per year from which helps Learn and Serve review grant Service-learning sprang up in Andover, the 1998-2002 for community service-learning. proposals, collaborates on training, and aids plan- Thomas Jefferson Forum in Boston, and other Over 120 programs in schools, higher education, ning for the annual service-learning conference. local communities across the Commonwealth of and community-based organizations were MSA receives community-based Learn and Serve Massachusetts as the movement spread. funded annually. America funds with which it supports local programs, including many schools and others Senator Edward Kennedy brought Massachusetts’ Many districts funded by Learn and Serve with strong partnerships with school-based experience of service-learning to the 1990 and Massachusetts developed advisory committees to service-learning programs. 1993 federal legislation that created the build capacity and sustainability. In 2003, Learn Corporation for National and Community and Serve Massachusetts began requiring such From 1997 to 2003, MSA and Massachusetts Service, including AmeriCorps and Learn and committees, which must develop sustainability Campus Compact matched state service-learning Serve America. The Massachusetts Service Alliance plans. Grants have been on two-year cycles, funds and community-based Learn and Serve to (MSA) was formed in 1991 (first called the but are shifting to one-year cycles. support one-year grants to after-school programs. Massachusetts Youth Service Alliance) to serve as In the current round of Community-Based Learn the state commission on service and volunteerism. Massachusetts joined Maine and Rhode Island in and Serve programs, MSA supports 17 youth implementing a Learn and Serve Linking Civics, councils in community-based organizations, In 1992, the MDOE and the MSA received their History, and Service grant that social studies schools, and local governments.To increase the first Learn and Serve America funding. From teachers from all the states will use to develop civic engagement of young people and to give 1992-1997, these funds supported combined civics curriculum. them first hand experience in identifying commu- school-community service-learning programs nity needs, each youth council partners with local across the Commonwealth. Other organizations Linking with Other Education Initiatives – The government to learn how decisions are made and joining the service-learning effort included the MDOE has forged links between service-learning to understand local government priorities. Lincoln Filene Center and the Community and Title IV Safe and Drug Free Schools and 21st Century Community Learning Centers.

56 G2G MSA holds a biannual statewide conference involving 2003-2006 CNCS Learn and Massachusetts Service Alliance full-time, school-, campus- and community-based Serve America Grants Community-Based Learn and Serve service-learning, Senior Corps, and community Department of Education $336,900 volunteerism. This conference is designed to build the School-Based Service-Learning (Formula) capacity of the service field in Massachusetts and pro- Department of Education $417,637 vides resources for participants that include: School-Based Service-Learning sustainability, program management, performance Competitive CHESP measures, building an active board, etc. $350,000

The MDOE received Community-Higher Education-School Partnership (CHESP) grants in 2000-2003 and again in 2003-2006. Massachusetts The Quilt-Makers Project, Cora Hubert Kindergarten Center Campus Compact collaborated on the CHESP The project begins with the introduction of the program.The Compact and the MDOE also aid When the quilt squares are completed and one another with grant review. School-based and letter “Q.” Students create small paper quilts. stitched together, each child takes the quilt college-/university-based programs present at each This activity offers children an opportunity to home for a night. Parents and students write other’s events. practice abstract math concepts, such as geome- or draw their thoughts and impressions in the try and symmetry, in a concrete way. journal that accompanies the quilt, recording The Massachusetts Department of Education and the Brandeis University Center for Youth and Quilt-related literature, both fiction and such comments as “Dear baby, I hope this Communities are developing a tool kit on civic nonfiction, is read to the kindergarteners to quilt keeps you warm. I hope you have a knowledge, skills, and behavior. give them the historical and cultural back- nice life.” Sharing Tools – Find Community Lessons: Promising grounds on the origins of quilts, to reflect on The culmination of this three-month process Curriculum Practices and other useful information how quilts relate to family traditions, and to occurs when the baby and his/her mother on the MDOE website. See also: Massachusetts discuss the emotional and physical comfort a visit the classroom and are presented with Service Alliance www.msalliance.org. quilt can provide. The children create quilts to the quilt by the kindergarteners. provide comfort for someone in need, such as a Benchmarks of Success baby residing in a nearby shelter.The children During the 2002-03 academic year, service-learning then devote their imaginations and artistry to involved: create quilt squares with images designed to • 19 School-Based Grantees; delight an infant. • Approximately 26,000 students; and • 5 CHESP Grantees.

G R O W I N G T O G R E A T N E S S 57 Michigan Community Service Commission Phone: (517) 241- 0214 Angelia Salas, Program Officer Phone: (517) 335-3407 Jeanine Yard, Program Officer Fax: (517) 373-4977 1048 Pierpont, Suite 4 Fax: (517) 373-4977 1048 Pierpont, Suite 4 [email protected] Lansing, MI 48913 [email protected] Lansing, MI 48913 www.michigan.gov/mcsc www.michigan.gov/mcsc

MIM I C H I G A N

State Implementation Strategy present at conferences, and testify before the Building Partnerships – A Community-Based Uniting Service-Learning and Community Service – Legislature and other policy-makers. Learn and Serve grant in 1994 helped MCSC In 1991, Governor Engler appointed the Michigan reach out to community partners. Since then, Community Service Commission (MCSC) with Sustaining Service-Learning – In 2002, MCSC service-learning supporters have included state first lady Michelle Engler as Chair. Dottie Johnson, engaged Public Sector Consultants to survey agencies, the Corporation for National and past President Council of Michigan Foundations Michigan schools.The survey, Service-Learning Community Service state office, including VISTA and W.K.Kellogg Foundation Trustee, has been in Michigan, found that while community service and Senior Corps, nonprofits, higher education, a key advocate for youth leadership in service. was widespread, much needed to be done to businesses, funders, youth organizations, and The Michigan Board of Education (MBOE), institutionalize service-learning. research organizations. Superintendent Thomas Watkins, and many others have been very supportive.The MBOE In 2001, MCSC began holding a two to three- Michigan Campus Compact (MCC) has been officially affirmed service-learning in a 2002 day Symposium on Sustainability each summer. a key sponsor of the annual winter Institute on policy statement. Sub-grantee teams including teachers and Service-Learning, involving leaders from higher administrators work with state and national leaders education institutions. MCC fosters communica- Michigan’s service-learning advocacy began in the to develop strategic plans for sustainability. tion between member campuses and local school late 1980s. Michigan Campus Compact raised the districts, and strives to strengthen preparation of visibility of service-learning.The Partnership for The Michigan House Subcommittee on Service pre-service teacher education students. Education at Michigan State University began to Learning and Civic Education recently held a provide training and technical assistance in the series of six statewide hearings on service- Several AmeriCorps programs focus their work early 1990s. learning and civic education to highlight on K-12 education. Many AmeriCorps members exemplary programs. help provide direction and assistance for service- Since 1993, the Michigan Department of learning programs. Education (MDOE) and MCSC joined efforts to Linking with Other Education Initiatives – The support school-based service-learning. In 2000, MDOE identifies schools that need help meeting Michigan State University Extension has embraced MCSC took over the day-to-day administration adequate yearly progress goals under the No Child service-learning in both community and school of all school-based Learn and Serve funds. Left Behind act. MCSC supports these schools in settings. In 2003, Extension also created an online using service-learning to meet goals. MCSC has service-learning course. In 1992, MCSC created the Michigan Youth worked closely with the state social studies Progressive Action Council to promote and guide consultant as well as the MDOE divisions of The W.K.Kellogg Foundation’s Learning to Give state service initiatives. In 2002, the MCSC created Character Education, Career Development, initiative involves Michigan educators in creating the Service-Learning Youth Council.Council and Health. and disseminating service-learning curricula. students initiate service-learning programs in their Learning to Give is a Michigan CHESP grantee schools, help train educators and other youths,

58 G2G Paula Kaiser, Deputy Director Phone: (517) 373-1376 1048 Pierpont, Suite #4 Fax: (517) 373-4977 Lansing, MI 48913 [email protected] www.michigan.gov/mcsc

working with 20 pilot schools to implement the cur- scores for grades 5, 7, and 8. Preliminary findings 2003-2006 CNCS Learn and ricula and build support for service-learning. from the first year of study report fifth grade students Serve America Grants who participated in service-learning outperformed Michigan Community Service The State Farm Companies Foundation has comparison students on the writing MEAP,the total Commission supported service-learning in Michigan and provides social studies MEAP,and three of the social studies School-Based Service-Learning (Formula) scholarships for teachers to attend the annual Institute strand scores. For younger students, service-learning $765,719 on Service-Learning. students reported being more cognitively engaged in school than the students in the comparison group. Michigan Community Service Convening and Celebrating – The Annual Governor’s Older students involved in service-learning had Commission Service Awards — created in 1994 — included the significantly higher scores in English engagement. Communities-Higher Education-Schools category “service-learning educator.” In 2004, Partnerships the “outstanding practitioner” and the “innovative During 2002-03 academic year, service-learning $180,500 program” awardees will be recognized at the Annual involved: Institute for Service-Learning. • 36 School-Based Grantees; • Approximately 34,817 students who completed Michigan holds three regional service-learning Michigan Service-Learning 299,758 hours of service; conferences each year. Colleges and universities are Youth Council beginning to offer courses for graduate credit. • 3,229 adult and senior volunteers; • 11 Community-Based Learn and Serve Grantees; Students on the state council initiate service-learning projects Michigan hosted the National Service-Learning • 6 CHESP Grantees; Conference in 1996. in their own school districts. One • 1 VISTA designated to build capacity and support for service-learning; of the projects addressed inhalant Sharing Tools – Michigan produces the Service- abuse in school. Students in this Learning Toolkit,an email newsletter. • 180 school buildings provided service-learning activities for their K-12 students; school designed a peer education model to reach out to middle Benchmarks of Success • 2,400 teachers; school health classes. State RMC Research Associates of Denver Colorado • 607 community-based organizations partnered was contracted to conduct a study on the association with school-based projects; council members also disseminate information via a film, a between service-learning and student engagement • 31 college/university campuses through Michigan in school as well as the association between service- Campus Compact; and “PowerPoint” presentation, learning and performance on the Michigan Education and other resources. Assessment Program test (MEAP).Analysis was • 48 faith-based organizations (schools or partners). conducted to test for group difference in MEAP test

G R O W I N G T O G R E A T N E S S 59 Mississippi Department of Education Phone: (601) 359-2950 Mississippi Commission for Phone: 601-432-6550 Frednia D. Perkins Fax: (601) 359-6619 Volunteer Service Fax: 601-432-6790 P. O. B o x 771 [email protected] Rob Benson [email protected] 359 N.West Street www.mde.k12.ms.us 3825 Ridgewood Road www.mcvs.org Jackson, MS 39205-0771 Jackson, MS 39211

MSM I S S I S S I P P I

State Implementation Strategy With support and guidance from the attorney gen- Sites also send 9th – 12th grade student represen- Working in Unity for Service-Learning – Since the eral, CCCE then secured three Learn and Serve tatives to four statewide Mississippi Ambassadors early 1990s, the Mississippi Department of America grants supporting the Lighthouse Growing in Service (MAGS) training events Education has worked closely with the Mississippi Partnership Program at 20 sites, with a focus on organized by MCVS. MAGS students also help Commission for Volunteer Service (MCVS) and after-school opportunities for service-learning. plan the Mississippi Youth Summit.Each year since Mississippi Office of the Corporation for National (These 2000-2003 grants were from Community- 1996, 300 students have come together for two and Community Service. The Mississippi Higher Education-School Partnership, commu- days to present, learn, and celebrate service- Department of Education received the first round nity-based, and higher education Learn and Serve learning. Mississippi’s governor presents awards of Learn and Serve school and community-based America programs.) At the same time, Mississippi’s for outstanding contributions by individuals funding in 1992. Mississippi gave many relatively Board of Trustees of State Institutions of Higher and programs. small grants (as many as 50 at one time) to school Learning applied for AmeriCorps and VISTA districts for service-learning projects. In 1995, positions to support capacity-building at each CCCE builds on higher education programs and MCVS began to administer community-based Lighthouse site. College and university students partnerships to strengthen school-based service- Learn and Serve grants.That same year, Frednia and foster grandparents also provide mentoring learning. For example, CCCE certifies both higher Perkins became coordinator of Learn and Serve. and tutoring to secondary school students.Also education and K-12 curricula as meeting the linked to the Lighthouse Partnerships, CCCE’s requirements of an effective service-learning In 1999, MCVS convened a Steering Committee Reading Is Fundamental program serves 25,000 program based on current research and best to strategize how to make service-learning a students. CCCE currently administers a 2003-2006 practices. Certified curricula are promoted on part of every student’s educational experience. community-based Learn and Serve America grant CCCE’s website. CCCE expects to launch a The committee included staff from all three state with six Lighthouse Partnerships including organi- Mississippi Campus Compact to further its higher education agencies, education foundations, the zations such as Big Brothers-Big Sisters, and education work. governor's office, the attorney general’s office, Operation Shoestring. teachers, higher education faculty, and students. Convening and Connecting – The Mississippi The committee’s strategic plan focused on The Mississippi Commission for Volunteer Service Department of Education, MCVS, and CCCE expanding the extent and quality of service- currently oversees six community-based Light- continue to work closely together.The state learning, proposed staff development and improved house Partnerships that foster active citizenship leadership team for service-learning meets at collaboration, and established the Center for among K-12 students through service-learning. least monthly, and speaks almost daily.The team Community and Civic Engagement (CCCE) Each site’s partners include: a community-based coordinates efforts on a number of programs. at the University of Southern Mississippi.The organization (the legal applicant), a K-12 school, Steering Committee itself evolved into the and an institution of higher learning. Site programs Besides the regular training and technical support Mississippi Alliance for Community Service- include staff development, development of certified for sub-grantees, Mississippi organizes September Learning, which continues to serve as the service-learning curricula, and train-the-trainers. and April service-learning conferences open to all. CCCE board. Each site’s Youth Action Council administers The state leadership uses Corporation for National mini-grants for student service-learning projects. and Community Service (CNCS) professional

60 G2G Mississippi Center for Community and Civic Engagement Phone: (601) 266-6913 The University of Southern Mississippi Fax: (601) 266-6886 JJ Trotta www.usm.edu/ccce 118 College Drive #5083 Hattiesburg, MS 39406-0001

development and training funds for training targeting – An average two-fold increase in after-school stu- school-based educators as well as for cross-stream dent performance in math and reading scores training including higher education,AmeriCorps, – Data that indicate community, school, higher edu- Oral History Project on and Senior Corps.The state partners also maintain cation partnerships can improve the quality of the Civil Rights Movement, websites, list-serves, and a monthly newsletter to all service-learning courses and improve the impact Hattiesburg, Mississippi national service programs. Mississippi Learn and of service-learning on community programs Serve currently provides 15 Learn and Serve grants The three-month oral history of $10,000-$20,000 to school districts. Recipients service project,“Portraits of the 2003-2006 CNCS Learn and must show how they link service-learning with other Past:A Decade of Excellence, Serve America Grants educational initiatives in their district.At the state A Lifetime of Service,” was level, the Bureau of Vocational Community Mississippi Department of Education Development recommends service-learning as one School-Based Service-Learning (Formula) designed for high school students of nine implementation strategies. $254,711 for presentation on Martin Luther King Day. By conducting oral Sharing Tools – The Mississippi Center for Mississippi Commission for Volunteer Service – histories, the project addressed how Community and Civic Engagement website offers Mississippi Center for Community and Civic Engagement the local Freedom Summer events curricula, forms for its certification process, and other of 1964 impacted the national resources. www.usm.edu/ccce Community-Based Learn and Serve America $330,355 civil rights movement. Students Benchmarks of Success learned the skills of conducting During 2002-03 academic year, service-learning oral histories and speaking in involved: public. They also learned about • 21,442 students; local and state legislation and • 1,222 adult and senior volunteers; and history as it relates to the Civil Rights Movement during the • Selected successful outcomes (from Mississippi Lighthouse Project Evaluation September 2002 – 1960s, and explored what it July 2003, available at: www.usm.edu/ccee in means to be a citizen. subgrantee forms/publications):

G R O W I N G T O G R E A T N E S S 61 Montana Office of Public Instruction Phone: (406) 444-3664 June Atkins Fax: (406) 444-1373 1300 11th Street - P.O. Box 202501 [email protected] Helena, MT 59620-2501 www.opi.state.mt.us

MTM O N T A N A

State Implementation Strategy Sub-grantees must identify the Montana Content 2003-2006 CNCS Learn and Spreading the Word – Montana has had to stretch and Performance Standards they will address Serve America Grants its resources across a large and sparsely settled state. through service-learning.They must include Montana Department of Public Instruction Learn and Serve Montana has given grants up to service-learning in their five-year School School-Based Service-Learning (Formula) $3,000 for as many as 15 sub-grantees.Typically, Improvement Plan and in district goals. $65,380 grants have initially funded a coordinator to get a program started, then supported projects with Building Partnerships – From 1997-2000, the mini-grants. Many schools have taken on historical Northwest Regional Educational Laboratory Tending History or environmental projects. mounted a project to strengthen service-learning in Montana’s very rural communities.The project enlisted schools that had never before participated Students from the Big Sky School To provide greater local support to schools, Learn outside Bozeman lacked a sense of and Serve Montana and the Northwest Regional in service-learning at the state level. Local schools history. Developers needed to tear down Educational Laboratory have established six maintain many community partnerships. regional centers, based in local school districts. several old cabins. Students rallied the Sub-grantees get together once a year for training. Learn and Serve Montana has a seat on the community and raised funds to preserve With a shift in emphasis by Learn and Serve Montana Office of Community Service.Through those that were most historically signifi- Montana from mini-grants to capacity-building that link, the program is able to forge closer ties cant.They helped move a cabin to school grants, the regional centers will play an even more to other programs, in particular the Senior Corps grounds where they could interpret it for important outreach role. program.An informal group of service-learning the public. Students researched and wrote leaders meets occasionally to strategize.This group the history of the area, including the Linking with Other Education Initiatives – Some includes Montana Campus Compact, the Office of Community Service, and the University of lives of Native Americans in the area. of the same communities received 21st Century In a highlight of the project, students Learning Center grants.These programs are linked Montana. Montana holds an annual Governor’s Conference on Volunteerism. interviewed a woman who had grown at the state level. Because of other responsibilities up in the cabin. Students also produced at the Office of Public Instruction, Learn and “PowerPoint” presentations. In a subse- Serve Montana staff has also been able to integrate Celebrating – There is an annual recognition service-learning into Title I and literacy programs, celebration in Helena. Montana has had three quent year, they partnered with students including formal and informal tutoring. Learn and Service-Learning Leaders Schools. from Montana State University to Serve Montana presents at educational conferences conduct an inventory of elk in the area, and events as often as opportunities arise. Benchmarks of Success and studied a biologically significant During 2002-03 academic year, service-learning grove of aspen. involved: • Approximately 1,260 students.

62 G2G New Jersey Learn and Serve America Program Phone: (609) 292-1834 Linda V.Rivera Fax: (609) 777-2939 225 West State Street, Fifth Floor, P.O. Box 459 [email protected] Trenton , NJ 08625 www.state.nj.us/njded/lsa

NJN E W J E R S E Y

State Implementation Strategy New Jersey Promise Fellows serve a year in agencies • An estimated 40 additional schools pro- Linking with Other Education Initiatives – State-level and community-based organizations, supporting vided service-learning activities for their service-learning began in New Jersey with Learn service efforts.The New Jersey Department of K-12 students. and Serve funding in 1993. In the early 1990s, the Education Learn and Serve office hosted one fellow, New Jersey Department of Education closely linked who aided with communications and outreach. 2003-2006 CNCS Learn and service-learning with School-to-Work programs. Serve America Grants The National Service-Learning Exchange has part- The state produced guidelines to help schools utilize New Jersey Department of Education nered New Jersey schools new to service-learning service-learning and help students meet cross-content School-Based Service-Learning (Formula) with experienced schools, particularly around issues work readiness standards. $532,510 of global education. Currently, the department links service-learning with character education, 21st Century Community In the fall of 2003, Learn and Serve America moved Learning Centers, and Title IV Safe and Drug-Free to the Office of Community Services in the Long Branch’s Clean Water Schools. Service-learning is identified as a priority Department of State. Project for these funds, and integrated into Department of Education training on these and other subjects. In 2003, New Jersey held its first Service-Learning Through ongoing service-learning Symposium. experiences, young people in Long Building Partnerships – For 14 years,Youth Service Branch can grow up not only knowing New Jersey — an affiliate of Youth Service America Convening and Celebrating – New Jersey has had where their drinking water comes from, — has been key in promoting an annual youth 33 National Service-Learning Leader Schools. but also knowing that they helped service conference.Three hundred students, teachers, Benchmarks of Success keep it clean. Long Branch third-graders administrators, higher education faculty, and stencil pollution warnings near storm During 2002-03 academic year, service-learning community leaders attend. drains; fifth-graders collect water involved: samples; and ninth-graders continuously In the late 1990s, the Coalition for Service-Learning • 13 School-Based Grantees; matched local project fundraising efforts for an Empty monitor Lake Takanasee, a local water Bowls hunger project.The Coalition held workshops • 6,761 students each completed an average of 55.67 resource. Begun in 1996, these efforts and a conference, until a key leader moved out of state. hours of service, contributing a total of 442,082 provide the Monmouth County hours; Planning Board, the school’s partnering Service-learning practitioners collaborate on the • 562 adult and senior volunteers; agency and recipient of the students’ governor’s Office of Volunteerism annual conference. • 451 teachers; services, with help informing the public Learn and Serve participants also present every year • 100 community-based organizations partnered with about water quality and with important at the New Jersey Education Association and School school-based projects; Boards Association conferences. monthly water quality data. • An estimated nine faith-based organizations; and

G R O W I N G T O G R E A T N E S S 63 New York State Department of Education Phone: (518) 486-5202 Fran Hollon Fax: (518) 474-0060 Pre-Collegiate Preparation Programs Unit [email protected] Education Building Addition, Room #965 www.nysed.gov Albany, NY 12234 www.highered.nysed.gov

NYN E W Y O R K

State Implementation Strategy development. Many of these regions have received from the U.S. Department of Education) have Building from the Grass Roots – New York’s State’s a VISTA recruited from the ranks of young engaged teachers from multiple schools to aid school-based Learn and Serve program is based teachers or mid-career professionals with an in developing, implementing, and evaluating a in the department’s higher education division interest in teaching (to help develop the network). curriculum-based method of character education because the program grew out of a campus-school Many of these VISTAs have gone on to teach. that promotes character virtues in students while partnership program in the 1990s. New York Learn addressing community needs through service- and Serve initially supported projects by individual The New York State Service-Learning Leadership learning.The New York State Service-Learning teachers. Starting in 2000, New York began to Institute is being developed to continue the Leadership Institute will also seek funding to fund only school districts to promote program operation of these Institutes. In 2004, the Mid- expand its efforts to link service-learning and longevity. Many programs have now received Hudson Service-Learning Institute will host civic engagement. funding for six-eight years.There is great variation the three-day 9th annual New York State Service- in the size of recipient school districts. In some Learning Conference. Building Partnerships – NYSED provides basic school districts, 70 percent of students and service-learning training through its institutes teachers are involved. At the local level, school districts with established for administrators who belong to the School service-learning programs mentor other districts Administrators Association of New York State Building Regional Infrastructure – After a decade that are new to service-learning. (SAANYS). of building from the bottom up, in the past six years New York developed its regional and state Linking with Other Education Initiatives – New York has included service-learning strategies infrastructure of support for service-learning. Service-learning provides a natural means to in an inclusion grant from the New York The New York State Department of Education support a state character education mandate.The Developmental Disabilities Council. Service- (NYSED) used Learn and Serve America Fund State Department of Education assists local districts learning, as an alternative to student suspension for the Advancement of Service-Learning and to infuse service-learning into character education and expulsion, is being developed through a Community-Higher Education-School Partnership and inclusion programs and curricula. NYSED, grant from the New York State Department of grants to develop four strong regional institutes the Finger Lakes Regional Service-Learning Criminal Justice. NYSED and NYS Lion’s Club and ten regional networks. Regional supports Institute-Albion Central School District, and have completed Lion’s Quest Training for include multiple levels of staff development the Graduate Center of the City University of over 1,300 K-12 teachers through a two-year opportunities, websites, and aid with curriculum New York (through a Character Education grant CORE 4 grant.

64 G2G Sharing Tools – NYSED and its partners have begun 2003-2006 CNCS Learn and to publish character education and service-learning Serve America Grants curricula on their website: www.nysslli.org. NYSED New York State Department of Education The Elmira City also published “Service-Learning:The Classroom School-Based Service-Learning (Formula) School District Companion to Character Education” available online $1,602,743 at: www.highered.nysed.gov/kiap/PCPPU/service_ The Elmira City School District learn/home.html involves hundreds of students each year in service-learning. In this Benchmarks of Success rural, urban, and suburban During 2002-03 academic year, service-learning district,“Each participating school involved: addresses different unmet needs in • 45 School-Based Grantees; their own community,” says B.J. • Approximately 40,000 students each completing an McDonald, the district’s service- estimated average of 20-25 hours of service; learning consultant. Hendy • 4,230 adult and senior volunteers; Elementary School focused on • 151 college/university campuses through New York Meals on Wheels. Lessons address Campus Compact; and the “three sisters” traditional • Noted improvements in students’ academic achieve- ments, attendance and decreased at-risk behavior. Iroquois foods of corn, beans, and squash.Through study of history, Native American culture, plant propagation, and the community, students address curriculum requirements in many areas.

G R O W I N G T O G R E A T N E S S 65 Rhode Island Department of Elementary Fax: (401) 222 2537 and Secondary Education [email protected] Diana Crowley www.ridoe.net The Shepard Building 255 Westminster Street Providence, RI 2903 Phone: (401) 222 4600 x2167 RIR H O D E I S L A N D

State Implementation Strategy learning. Fifty Rhode Island public and private and individual teachers approach the curriculum, Embracing a Culture of Service – Rhode Island middle/junior high schools currently implement each school develops its own approach to service- gained awareness of campus community service Feinstein Youth Hunger Brigade Projects.Tens learning. RIDE has particularly emphasized when Brown University President Howard of thousands of students in 270 Rhode Island improvement of high school programs. High Swearer co-founded Campus Compact in 1985, elementary schools participate in the Good school teachers who have resisted other reform and began to enlist college and university Deeds curriculum, which incorporates reflective initiatives have embraced service-learning. presidents across the nation. Brown University journaling and service. still hosts the 900-member Campus Compact. In 1998, responding to a call for a service mandate, In the late 1980s and early 1990s, Rhode Island The Feinstein Foundation also gave grants for RIDE developed “quality indicators” for student convened two Youth Service Councils that service programs to colleges and municipalities achievement that require students to employ encouraged schools, government, and businesses to establish or strengthen service programs so that service-learning. The Rhode Island Legislature to support an agenda of service. when students graduate from high school, they required that schools implement applied learning find a strong infrastructure of support for service through work-based learning or community In 1992, Rhode Island began receiving Federal in their colleges and universities. Student Teacher service. Therefore, all school improvement plans Learn and Serve funding to support school-based Project: Rhode Island elementary education must include means to implement applied service-learning.Twenty-five sites received grants majors – who, during their student teaching learning.Though the requirement applies only to of $2,000 each, which were supplemented by experience design and teach a unit incorporating high school students, all K-12 schools recognize funding from the Junior League. the values of caring, compassion, and brotherhood the need to begin in the early grades to involve – receive a $1,000 grant, which is then awarded to students in the community. In the early 1990s, Providence resident and the school that employs them in full time teaching philanthropist Alan Shawn Feinstein created the positions after their graduation. Linking with Other Education Initiatives – Feinstein Foundation to promote public and youth RIDE has maintained a broad approach to service- service in Rhode Island and beyond. Every high To gether, these many “gifts” have helped establish a learning, focusing on program quality while school in the state — 43 public and private schools culture of service across the state. Learn and Serve weaving the philosophy and methods of service- — has received grants of $20,000 or more for America programs have been able to build upon learning into a range of school improvement service programs. Eighteen of these received this foundation to strengthen service-learning. efforts in turn, especially those linked to broader separate grants of $25,000 to establish student reform goals and strategies. School-to-Work, philanthropy programs in which student boards Deepening Practice – In 1997, the Rhode Island Goals 2000, and literacy programs have been of directors review requests from community Department of Education (RIDE) began to focus particular areas of focus. Rhode Island’s state agencies to which they award small grants. larger Learn and Serve America sub-grants on writing test includes “prompts” related to service. Three high schools received grants of $65,000 fewer schools, targeting grants to improve Learn and Serve America coordinator Lora to restructure their curriculum around service- practice. Depending upon how administrators Crowley has given 130 small grants to teachers for staff development.

66 G2G Extending Resources Across Borders – In the early The Legislature also has created the Permanent 1990s, RIDE focused on publicizing service-learning Commission on Civic Education, which includes and disseminating quality materials.As a small state, support for many aspects of service-learning. The Met however, Rhode Island has never had much funding The Commission has increased involvement with to develop an infrastructure of support for service- government and business. Schools must teach the The Metropolitan Career and learning. Fortunately, as Rhode Island geared up for basics of civics, including the responsibilities of Te c hnical Center is a system of service-learning in the early 1990s, Carol Kinsley citizens.The Commission also sponsors an six public high schools, enrolling at the Community Service-Learning Center in essay contest. Springfield, Massachusetts, provided invaluable 480 students from across Rhode guidance. Rhode Island has also greatly benefited Celebrating – Rhode Island has had two National Island.As a non-traditional, by participating in conferences and trainings in Service-Learning Leader Schools.The Rhode Island internship-based school, the neighboring states. Rhode Island hosted the Secretary of State recognizes service contributions “Met” challenges students to National Service-Learning Conference in 2000. by individual students. pursue their passions through real-world learning experiences Currently, Rhode Island, Massachusetts and Maine 2003-2006 CNCS Learn and are jointly implementing a Learn and Serve Linking Serve America Grants and unpaid internships, where they discover the kind of hands- Civics, History, and Service grant. Social studies Rhode Island Department of Elementary teachers from all three states will develop civics and Secondary Education on learning that is impossible to curriculum. Sixty educators will gather in Maine School-Based Service-Learning (Formula) teach in the classroom. Groups for a week in the summer of 2004 to weave service- $67,022 of a dozen students have an learning into history and civic curricula. Each state adviser (a certified teacher) will form a study group to follow up and Rhode Island will have four sites. Each delegation will who guides and facilitates each develop recommendations for state policy. Pre-service student’s learning. education professors will also integrate service- learning into teacher preparation courses.

Building Partnerships – Campus Compact places 150 “education award-only”AmeriCorps members in Rhode Island schools whose role is, in part, to support service-learning programs. Practicing teachers must engage in staff development as service to schools and maintain portfolios on their progress.

G R O W I N G T O G R E A T N E S S 67 South Carolina Department of Education Phone: (803) 734-4792 Kathy Gibson Carter Fax: (803) 73404825 3710 Landmark Drive, Suite 200 [email protected] Columbia, SC 29204 www.state.sc.us/sde www.sde.state.sc.us/servicesc

SCS O U T H C A R O L I N A

State Implementation Strategy service-learning. Kathy Gibson Carter, Executive Building Partnerships – Since 1993, the National Gaining Administrative Support in Policy and Director of the Commission, sits on the state Dropout Prevention Center at Clemson University Practice – Since the early 1990s, South Carolina superintendent’s policy advisory council. has been an invaluable asset for service-learning, has utilized service-learning as an implementation offering practitioners publications, staff develop- component for several major education initiatives. South Carolina was one of eight states to receive ment, and graduate study. With this approach, service-learning advocates $150,000 in 1992-1995 from the Corporation for have won support from successive administrations National and Community Service (CNCS) as a The South Carolina Commission on National of both major parties. Lead State. From 1998-2002, South Carolina was and Community Service put a graduate education one of five states participating in the W.K.Kellogg faculty member on sabbatical for a year to The South Carolina Department of Education Foundation Learning In Deed program. Both strengthen links between higher education and (SDE) has also reached out to school administra- these initiatives boosted efforts to institutionalize K-12 service-learning programs. Every Learn and tors and school board members. For ten years, service-learning in South Carolina. Serve America K-12 sub-grantee must partner SDE has presented on service-learning at the with at least one institution of higher education. annual conference of the South Carolina Linking with Other Education Initiatives – South Association of School Administrators (SCASA). Carolina schools of education offer a 30-credit South Carolina has an intergenerational office There is a service-learning track each year within hour education specialist graduate program to working with community-based organizations the five-day SCASA Summer Leadership Institute help teachers obtain national teacher certification. to embrace intergenerational service-learning as for all levels of school administrators. Data-rich Service-learning is an essential component of these a means to develop quality community-based presentations and publications demonstrate the programs. Partly because teachers receive tangible service-learning programs that span generations, power of service-learning to meet a range of financial benefits for being certified, 3,000 South races, and interests.With private foundation education goals. SCASA’s Director regularly Carolina teachers have earned certification. support, the office has developed several model attends the National Service-Learning Conference. programs, including programs for at-risk and Having won the support of this key group of South Carolina employs service-learning as a out-of-school youth. stakeholders, most support and resources for staff core strategy for Safe and Drug-Free Schools. development, planning, and implementation come SDE designated $1.4 of No Child Left Behind Diverse sources of funding have raised the from the local level. community service funding for service-learning. credibility and reliability of service-learning in South Carolina featured service-learning as a South Carolina. In addition to CNCS, service- In 1998, the South Carolina Commission on major strategy for implementing School-to- learning has received funding from foundations, National and Community Service moved from Work programs in 1994. Support from Lions civic clubs, and local governments (e.g. a portion the governor’s office to SDE.The Commission Clubs International has allowed SDE to of waste disposal fees). has a dozen full- or part-time staff working on employ service-learning as a strategy for character education.

68 G2G Convening and Celebrating – South Carolina 1992 – Commission on National and Community recognizes Service-Learning Leader Schools every Service designates South Carolina as one of eight year, continuing when CNCS discontinued the service-learning leader states. South Carolina Governor’s federal program. South Carolina also recognizes School (a National Service- “Schools of Promise,” emphasizing service-learning 1998-2002 - W.K. Kellogg Foundation chooses South Learning Leader School) opportunities. Carolina as one of five Learning In Deed states. Teachers at the South Carolina Sharing Tools – SDE aided the National Dropout 2003-2006 CNCS Learn and Governor’s School look for ways to Prevention Center as it developed the 22-booklet Serve America Grants incorporate service-learning into their “Linking Learning with Life” series of resources for South Carolina Department of Education curriculum. Recently, students in the service-learning. www.dropoutprevention.org School-Based Service-Learning (Formula) school’s Spanish III-IV class invited $268,217 Benchmarks of Success young Spanish-speaking children to In her 2002 State of Education speech, State South Carolina Commission for National a reading celebration. The four- and Superintendent of Education Inez Tenenbaum & Community Service five-year-olds had limited English identified South Carolina’s leadership in service- Learn and Serve America Community-Based Program skills.The older students read chil- $130,000 learning as one of six major accomplishments of dren’s books in Spanish, and each her first term. South Carolina Department of Education child was given a book to take Community-Higher Education-School home. The students from the South During 2002-03 academic year, service-learning Partnerships (CHESP) Carolina Governor’s School were involved: $200,000 • 23 School-Based Grantees; able to hone their Spanish-language • Approximately 193,000 students each completed an skills, and the young children were average of 10 hours of service; given an opportunity to practice • Adult and Senior volunteers; their English.The Foreign Language • 7 CHESP Grantees; and Department plans to include this type • An estimated 400 schools provided service-learning activities for their K-12 students. of event in all future advanced-level Spanish classes. – from the CNCS website: www.leaderschools.org

G R O W I N G T O G R E A T N E S S 69 Texas Education Agency Phone: (512) 447-1147 John Spence Fax: (512) 441-1181 Texas Center for Service-Learning [email protected] 2538 South Congress Avenue, Suite #300 www.txcsl.org Austin,TX 78704 www.tea.state.tx.us

TXT E X A S

State Implementation Strategy TxCSL relies on a network of 20 Regional used a Community–Higher Education–School Moving from Projects to Practice – The Texas Education Service Centers (ESCs) to provide Partnership (CHESP) grant since 2000 to develop Education Agency (TEA) administers Learn and training and technical assistance in service-learning partnerships in eight school districts with institu- Serve America and other service-learning grants to regional schools. Participating ESCs designate a tions of higher education, community agencies, in Texas through the Texas Center for Service- service-learning specialist, who works with TxCSL and organizations. From 1997 through 2001, Learning (TxCSL) of Region 14 Education staff to support sub-grantee service-learning pro- TxCSL placed up to eight VISTAs in ESCs, school Service Center.The mission of TxCSL is to grams and to integrate service-learning with other districts, and community organizations as service- engage students and improve schools through federal and state education initiatives. Currently, learning resource specialists. Beginning in 2001, the S.T.A.R.S. model of service-learning, which TxCSL provides three trainings per year in Austin TxCSL provided support to school districts to includes Student leadership,Thoughtful service, for all Learn and Serve America sub-grantees in operate their own VISTA programs.Three districts Authentic learning, Reflective practice, and addition to using conference calls, e-mail, and tele- currently have VISTAs, and more are planning to Substantive partnerships. conferences to reduce the need for long-distance participate.With support from the Constitutional travel. Rights Foundation,TxCSL participated in Project Between 1996 and 2003,Texas Learn and Serve Civic Connections, which promoted civic respon- funded several hundred service-learning projects Linking with Other Education Initiatives – TxCSL sibility and civic participation through service- annually through a variety of smaller grants. has worked with regional service-learning special- learning in Florida, Maryland, Pennsylvania, and Through this approach TxCSL and its partners ists to integrate service-learning programs such as Texas, from 2000 through 2003.The project pro- built a large base of support for service-learning in Career and Technology Education, Safe and Drug- vided high-quality teacher training and curriculum Texas, with projects occurring at all grade levels Free Schools and Communities, science, and social materials to two district sites in Texas,both of and in most academic disciplines.This year, based studies. In partnership with the Texas Education which trained 30 educators in a civics-based serv- on the experience of other states and owing to a Agency,TxCSL incorporated service-learning into ice-learning model integrated with the Texas new emphasis on performance measurement by the Title IV Community Service Grant Program, Essential Knowledge and Skills (TEKS). Other funders,TxCSL has altered its strategy to fund 28 which currently supports 43 sites across the state state level partnerships include the Adopt-a- Learn and Serve America: K-12 School- with $2.59 million in annual funding. Recently, Nursing Home program, which provides resources Community Partnership Grants, which are TxCSL staff initiated efforts to expand state-level to schools for intergenerational partnerships;Texas designed to build capacity for district-wide serv- linkages with social studies and migrant education Parks and Wildlife, which supports Project Wet and ice-learning through the development of effective through targeted presentations and meetings at Project Wild; PAN-Texas,which helps districts practice, policies, and support.This strategy is chal- state conferences and events. empower youth through the state-approved Peer lenging sites to think of service-learning on a Assistance and Leadership classes and other strate- larger scale and to adopt longer-range approaches Building Partnerships – TxCSL has employed a gies, and Texas Watch, which mobilizes over 400 for expanding and deepening practice. variety of strategies to facilitate partnerships in volunteers to collect water quality data on lakes, support of service-learning in Texas.TxCSL has rivers,streams, wetlands, bays, bayous, and estuaries

70 G2G in Texas.Recently,TxCSL initiated a partnership with • 810 community-based organizations partnered with the Cesar Chavez Foundation to conduct training in school-based projects; San Antonio on Chavez Service-Learning curricula, • 8 college/university campuses; and Real History, Real Heroes which will be aligned with the TEKS in the coming • At least 10 faith-based organizations. year. Students in Colorado City’s “Real History, Real Heroes” project continue 2003-2006 CNCS Learn and Sharing Tools – View information on the S.T.A.R.S. to partner with the Wallace Community model of service-learning and video clips from Serve America Grants Education Center and the Department the 1998 Service-Learning and the TEKS series Texas Education Agency at www.txcsl.org. Download sample planning School-Based Service-Learning (Formula) of Servant-Leadership at McMurray forms for service-learning activities with $1,602,169 University to conduct oral histories of students in alternative education settings from veterans in Mitchell County.They have www.txcsl.org/titleiv/forms.html. Texas Education Agency Community-Higher Education-School added two new partners to help with research needs (the Mitchell County Benchmarks of Success Partnership (CHESP) $350,000 Museum and the Mitchell County During 2002-03 academic year, service-learning Library), another partner to help identify involved: veterans (the Veterans’ Hospital in Big • 314 School-Based grantees; Spring), and a partner to help with • Approximately 62,740 students each completed an public service announcements (the Literary average of 450,000 hours of service; Council).As a result of students’ intense • 63,755 adult and senior volunteers; and in-depth study of history and social • 8 CHESP grantees; studies in their CHESP oral history • 3 VISTAs designated to build capacity and support and National History Day projects, scores for service-learning; on the social studies portion of the state • An estimated 270 schools provided service-learning activities for their K-12 students; assessment instrument have increased four consecutive years at Colorado Middle • 3,850 teachers; School, from 63 percent of students passing in 2000 to 92 percent passing in 2003.

G R O W I N G T O G R E A T N E S S 71 Washington Office of the Superintendent of Public Instruction Phone: 360.725.6104 Nasue Nishida Fax: 360-586-3305 P. O. Box 47200 [email protected] 600 South Washington Street www.k12.wa.us Olympia,WA 98504-7200

WW A S HA I N G T O N

State Implementation Strategy Beginning in the late 1990s, the Washington Youth More recently, Learn and Serve is helping No Leading from the Grass Roots – In the late 1980s, Voice Project created materials and promoted Child Left Behind staff at the state level to due to efforts of Kate McPherson and Project youths in leadership roles in schools.Youths recognize the value of service-learning as an Service-Leadership,Washington led the nation in regularly present as part of state and regional implementation strategy in many areas. Staff linking service-learning and education reform. service-learning trainings. Students review grant for Title I,Title IV,and Title V are particularly Washington also had one of the nation’s first proposals and work within the agency. OSPI offers supportive. full-time service corps beginning in 1983, and workshops for teachers on how to support youth pioneered other service-learning initiatives, voice in democratic classrooms. In partnership Beginning in 2008, high school seniors must including the Giraffe Project,Adopt-a-Stream, with Freechild.org, OSPI also strives to engage complete a culminating project to graduate. Learn and YMCA Earth Service Corps. McPherson and in the state testing process. and Serve has been working with the Washington other local leaders continue to guide Washington’s Commission on National and Community Service service-learning movement, providing training and OSPI targets its Learn and Serve sub-grants to Unified State Plan to mobilize AmeriCorps, technical assistance. strengthen service-learning practice at both VISTA, Senior Corps, and others to ensure that individual schools and district-wide. For example, these students have adequate support from the These leaders insisted on the importance of staff grant recipients must extend service-learning community for this graduation requirement. development and technical assistance. To nurture a across grades or across schools within a district Service-learning opportunities will strengthen the supportive network, the Washington Learn and over the three-year life of the grant. Currently, civics components of the program. For example, Serve program in the Office of the Superintendent OSPI seeks to broaden its own support by creating AmeriCorps applicants must state how their site of Public Instruction (OSPI) organized an annual five regional service-learning support networks will support the 2008 culminating project gradua- January Training of Trainers. OSPI also supports at a rate of one per year. tion requirement.Washington’s 2000-2003 CHESP veteran practitioners to provide one-on-one grant supported work to link service-learning support to colleagues. Local leaders play a key Linking with Other Education Initiatives – with civics education and the coming senior role in shaping Washington’s Learn and Serve Washington utilized service-learning as a means to project requirement through state-wide best grant programs, as they did with the 2000-2003 energize “site-based” management as early as the practices workshops. Community-Higher Education-School Partnership 1980s. Practitioners have used service-learning (CHESP).Washington’s teacher education strategically to advance state standards, support Building Partnerships – Service Learning programs also have been active in support of migrant education, and create supportive learning Washington, the state’s service-learning advisory local service-learning practitioners. environments. Many programs in the migrant group, meets two to three times a year, including a education community still feature service-learning two-day strategic planning retreat every fall. In Further demonstrating its commitment to methods. Learn and Serve and other service- addition to OSPI and Project Service-Leadership, leading from the “bottom up,”Washington has learning practitioners have also collaborated with other participants include Washington Campus long modeled effective youth leadership involve- 21st Century Community Schools after-school Compact, Seattle University, University of ment at all levels of service-learning programming. programs and parent groups. Washington, and Western Washington University.

72 G2G Learn and Serve infuses service-learning presentations culminating project. OSPI offers on its website many Educational Service District 112 - into other conferences and events of OSPI, the resources to strengthen youth leadership. See also Northwest Service-Learning Academy Washington State School Directors’Association, www.freechild.org. Community-Based Learn and Serve Washington Association of School Administrators, and America (National) Washington Council of the Social Studies. Project Service-Leadership, Service-Learning $336,900 Northwest, the Giraffe Project, and other organiza- The State Farm Companies Foundation has tions have published numerous service-learning supported AmeriCorps’ work in support of the guides and curricula. culminating project requirement and service-learning by providing the match for members in five rural Benchmarks of Success communities.The Gates Foundation has supported During 2002-03 academic year, service-learning Nurturing Youth Voice rural service-learning programs. Local United Ways involved: have been supportive with funding and recognition High school and middle schools • 16 school-based grantees; and Washington State University Cooperative students from a small island • Approximately 3,470 students; Extension 4-H has provided website support. community in Washington saw a • 503 adult and senior volunteers; need for positive activities for the Convening and Celebrating – Learn and Serve • 3 CHESP grantees; Washington offers trainings for sub-grantees twice a island youths. They partnered year. Service-learning workshops are offered three • An estimated 30 schools provided Learn and Serve with the school district, parks activities for their K-12 students; and times a year at OSPI education conferences, as well department, and a legal service as at conferences of the School Directors’Association, • Approximately 50 community-based organizations to develop their own nonprofit Principals’Association, and Grant Administrators’ partnered with school-based Learn and Serve projects. youth council. Through the Association. council, the students have been Service-Learning Northwest publishes a service- 2003-2006 CNCS Learn and able to provide education groups learning newsletter three times a year for OSPI.They Serve America Grants focused on specific issues, fund- also provide service-learning trainings and publication Washington Department of Education raise, and serve their community. support statewide.Washington hosted the National School-Based Service-Learning (Formula) Service-Learning Conference in 1992 and 2002. $347,914

Sharing Tools – Learn and Serve Washington, through Washington Department of Education this cycle’s CHESP grant, will soon publish a resource Community-Higher Education-School Partnership toolkit providing information on six critical elements (CHESP - National) for programs that use service-learning as part of a $350,000

G R O W I N G T O G R E A T N E S S 73 Wisconsin Department of Public Instruction Phone: (608) 261-7494 Peg Solberg Fax: (608) 266-2529 125 South Webster Street, 5th Floor [email protected] P. O. Box 7841 www.dpi.state.wi.us Madison,WI 53707-7841

WIW I S C O N S I N

State Implementation Strategy Building Up From the Base – Wisconsin has use of technology by local businesses, agencies, Laying a Regional Foundation – Since 1992, tapped their base of support for service-learning and community-based organizations. established through mini-grants and staff develop- Wisconsin has sought to build a strong regional • Develop entrepreneurship, community activism ment events to deepen practice. infrastructure to support service-learning.The and leadership, and a sense of place in young Wisconsin Department of Public Instruction people by providing them with the skills and With support from the Fund to Advance Service- (DPI) works with Wisconsin’s 12 Cooperative opportunities to contribute to their communities Educational Service Agencies (CESAs) to offer Learning grant from the Corporation for National while closing the digital divide. and Community Service (CNCS),Wisconsin’s Learn and Serve America sub-grants to school • Promote community in rural localities by districts. Each year CESAs give as many as 100 2x4x8: Fostering Resiliency through Service- Learning program made service-learning a favored connecting schools and youths to local mini-grants involving thousands of students. For businesses, community-based organizations, non- strategy to build success for middle school students twelve years CESA staff have supported local profits, senior centers, and community members. projects with training, technical assistance, and in a project involving eight middle schools and two universities. University partnerships strength- • Bolster local rural economic sustainability by fos- networking. DPI reinforces the mini-grants with tering micro-enterprise development and many conferences and training events.Wisconsin ened the research base of the project and allowed an in-depth evaluation. utilizing technology to reach new markets across DPI makes frequent use of video-conferencing to the region, state, and world. extend resource dollars. From 1994-2000,Wisconsin, Iowa and Minnesota • Enhance the individual viability and collective strength of rural communities by enhancing link- Though Learn and Serve America mini-grants are worked jointly on the Tri-State Initiative to ages among these communities within regions small, they typically influence policy and practice deepen service-learning practice at the school and across the state. far beyond what their size would indicate. In level.The initiative supported local programs and several communities, enthusiastic teachers and fostered an exchange of ideas and experience administrators have integrated service-learning between the three states. Linking with Other Education Initiatives – into school district strategic plans. Wisconsin DPI has integrated service-learning Wisconsin is near the end of a three-year CNCS into state programs for Title IV Safe and Drug Wisconsin communicates a vision of quality Bridging the Digital Divide grant based on the Free Schools and character education.These efforts service-learning practice through newsletters, principle of “place-based education.”The goals gain strength at the regional level because CESAs reports, and other publications.Wisconsin of the project are to: are responsible for supporting these programs. Service-learning is also part of the state strategies Community Education Consultant Stan Potts has • Reduce the “digital divide” between rural for Education for Employment, School-to-Work, disseminated a Four-Point Test to assess whether a and urban communities by forging local and project exhibits the four main elements of quality regional partnerships that result in improved technology education,Title II,Title V Innovative service-learning: youth leadership, community access to technology in rural communities; Programs, and 21st Century Schools. need, curricular connection, and reflection improved technological skills among and evaluation. community members; and more effective

74 G2G Wisconsin has had consistent support from its linkages between service-learning and many 2003-2006 CNCS Learn and elected state superintendents. Current Wisconsin State other initiatives. Serve America Grants Superintendent Elizabeth Burmaster speaks out Wisconsin Department of Public frequently on her interest in service-learning and Wisconsin has twice sponsored staff in-service Instruction citizenship, and is chair-elect of the National Council training sessions for DPI staff featuring personnel School-Based Service-Learning (Formula) for Learning and Citizenship. Service-learning is a from RMC Research and Education Commission $352,110 major strategy to teach citizenship in Wisconsin. of the States. Educators throughout Wisconsin schools and univer- Oneida Indian Nation of Wisconsin sities are linking service-learning and civics education. Sharing Tools – Many service-learning resources are Learn and Serve America (Tribal) available on the DPI service-learning website. $63,801 Building Partnerships – Wisconsin held the one-day state superintendent’s pre-K-16 conference on Benchmarks of Success service-learning and citizenship in collaboration During 2002-03 academic year, service-learning with the newly established Wisconsin Campus Malcolm Shabazz Compact in September 2003.The State Superin- involved: City High School, Madison tendent recognized practitioner leaders from the • 12 CESAs make approximately 100 mini-grants schools and colleges, and Governor James Doyle per year; Teachers at Shabazz, a National gave the keynote address.A second event of this • 23 Banner School Grants; Service-Learning Leader School, nature is scheduled for September 23, 2004, in conjunction with the state superintendent’s fall • Approximately 15,000 students each completed an use rubrics to evaluate student conference for district administrators. average of 20 hours of service; progress and to help students reflect • 15 VISTAs and 12 AmeriCorps designated to build on their progress and their service The University of Wisconsin River Falls has instituted capacity and support for service-learning; experiences. Shabazz teachers an online Service-Learning Graduate Certificate • Hundreds of community-based and faith-based regularly hold in-service sessions program beginning in June 2004. organizations partnered with school-based projects; on such things as the use of rubrics and DPI provides training in service-learning to all and reflection questions. In addition, • 26 college/university campuses and technical VISTA and AmeriCorps members. Many of these are colleges through Wisconsin Campus Compact. Shabazz has a Service-Learning assigned to support school-based service-learning and Advisory Committee made up of assist schools in writing Learn and Serve mini-grants 2000-2004 CNCS Learn and teachers, students, administrators, for project funds. Serve America Grants community members and parents. CESAs are constantly building regional networks of Wisconsin Department of Public Instruction support, helping local advocates secure additional Bridging the Digital Divide funding beyond Learn and Serve, and promoting $125,000

G R O W I N G T O G R E A T N E S S 75 TM Introduction to the Profiles of Community-Based Service-Learning in the United States

Introduction to the Profiles of dozen of the leading community-based Each profile is divided into three sections: Community-Based Service-Learning service-learning agencies and programs. ■ Service-learning within the in the United States program/agency The agencies and programs covered Lawrence Neil Bailis,Alan Melchior, and Tom ■ Scope of service-learning Shields, Center for Youth and Communities, include: ■ Intended outcomes Heller Graduate School, Brandeis University, ■ City Year Waltham, Massachusetts ■ Common Cents The profiles are based primarily upon ■ Communities In Schools information provided by each of the In “Overview of What is Known about agencies/programs, supplemented by the Scope of Community-Based Service- ■ Constitutional Rights Foundation interviews with the staff of each of them. Learning in the United States” in the ■ Do Something The profiles represent summaries of April 2003 special edition of the NYLC ■ Earth Force readily available information and should Generator, Lawrence Bailis defines the be seen as the basis for more rigorous term “community-based service learning” ■ KIDS Consortium research and program evaluation that will as situations in which community-based ■ Lion’s Quest be conducted in the future. organizations design and implement service- ■ National Indian Youth Leadership learning activities.This definition excludes Project The profiles remind us that schools aren’t situations in which community-based the only institutions that educate our organizations are the location where the ■ YMCA of USA young people, and that community-based “service” part of service-learning is ■ Youth Service America organizations are not simply the “stage” delivered in programs that have been ■ Youth Volunteer Corps of America that schools use to enact service-learning designed and implemented primarily by curricula designed primarily by the K-12 or higher education agencies. These profiled organizations were selected schools. More broadly, they show us that as a sampling of community-based serv- formal education or “schooling” is only After reviewing the existing data on com- ice-learning programs that are sponsored one format for “education” and “learn- munity-based service-learning, the article by nationally recognized youth-serving ing”: informal (imparted by mentors as ends with a series of questions about organizations or programs that are sup- they work side by side with youths in community-based service-learning, includ- ported by well-known, locally-based com- service) and in particular nonformal ing:“To what extent are community-based munity-based organizations.The list of education (the curricula offered through organizations providing what we would agencies/programs that we profile does community-based organizations) play call service-learning? What kinds of pro- not include groups whose primary func- key roles in preparing young people for gramming are they engaged in? Who are tion is funding or other forms of advocacy. their adult responsibilities. G2G the service-learners?”This series of profiles Thus, the profiles are sketches that provide has been developed to begin to answer a piece of the overall picture of commu- these questions by focusing on a nity-based service-learning, but not the 76 G2G entire panorama. City Year

Service-Learning in City Year Young While specific service varies among City Year’s sites, service-learning is a major strategy to enhance learning and civic development. City Heroes Year’s primary approach to engage students in community-based service-learning is through www.cityyear.org corps-led team-based youth corps modeled after the City Year corps model for different age-groups: elementary (Starfish Corps), middle (Young Heroes) and high school (City Heroes).

Young Heroes program, the middle school service corps, is the oldest and most developed of the ity Year, founded in 1988, is dedicated to three programs. It emphasizes five elements: Cthe belief that young people in service are teamwork, diversity, study of social issues, powerful resources for addressing our nation’s community service, and mentorship. Each Young over 6,000 middle school students have partici- most pressing issues. City Year engages young Hero must complete more than 75 hours of pated in Young Heroes nationally. In 2003, 125 adults, ages 17 to 24, from diverse racial, cultural, service in areas such as visiting with and serving City Year corps members led over 1,000 Young and economic backgrounds in a year of full-time with senior citizens, participating in immunization Heroes in over 70,000 hours of service. City Year community service, leadership development, drives, promoting healthy ways of living, restoring plans to expand the Young Heroes program to and civic engagement. Corps members provide green space, planting trees, or painting murals. all of its 14 sites. tutoring and mentoring, and lead children into Each service project is preceded by a workshop service to help youths grow and develop as on the specific issue to be addressed.At the end Intended Outcomes successful, confident, caring, and actively of each day, the teams reflect and extract lessons Young Heroes seeks to enhance participants’ engaged citizens. from their experience.Young Heroes has received awareness of and sensitivity to community issues, national recognition from organizations such as and to enhance their motivation, capacity, and City Year also engages citizens in service by organ- AmeriCorps, Points of Light Foundation and commitment to take action to address those issues. izing large-scale physical service events such as America’s Promise. In 2003, City Year contracted an external evaluator renovating community centers, painting schools, to conduct an exploratory study of outcomes in planting community gardens, and other commu- Scope of Service-Learning the Young Heroes program.The findings of this nity investment projects. Starting with the first site The Young Heroes program engages over study are leading to the development of measures in Boston, City Year has grown to 14 sites across 1,000 middle school students in ten communities for standardized outcomes, and are informing the the nation, including New York,Philadelphia, San across the country: Boston, Chicago, Cleveland, design and implementation of a system-wide Antonio, and Seattle/King County.A fifteenth site Columbia, Columbus, Detroit, Philadelphia, Rhode evaluation of the program that will yield empirical is under development in Little Rock. Island, San Jose and Washington D.C. Since 1994, data on outcomes and impacts. G2G

G R O W I N G T O G R E A T N E S S 77 Common Cents

includes standards-based lessons in math, science, language arts, art, character education, and social NewYork studies. Common Cents New York conducts two teacher trainings every year. Each training includes the “Common Cents Handbook,” which walks teachers through each module of the program and includes extensive support, research materials, and www.commoncents.org suggested activities.

The Penny Harvest program has three phases that span the academic year.

In Phase One of the “Penny Harvest,” pre-K-8th schools can apply for a “Student Action Grant” to grade youths gather pennies, working with their ounded in 1991, Common Cents created create a new service-learning project, or fund a families to collect door-to-door. School-wide and project or organization that is already serving Fand runs the Penny Harvest Program in classroom activities encourage program-related their community. New York City schools.The program turns the educational outcomes in areas such as math, art, multi million-dollar resource of idle pennies into and character development. the philanthropic property of young people. Scope of Service-Learning Common Cents believes that by giving young In Phase Two,“Penny Harvest Roundtables,” The Penny Harvest Program operates in 721 NYC people the means to mobilize, allocate, and use students run an 8-10 week “Philanthropy public and private schools (Pre-K-8), representing the money they “harvest” through the program, Roundtable.”The Roundtable is a group of 65 percent of the country’s largest school system. children in large numbers will be able to express student leaders who decide how to allocate their Over the last decade, NYC students have trans- their generosity and empathy spontaneously and school’s Penny Harvest funds to service and formed their pennies into $4 million dollars.With enthusiastically towards others, learn through community grants.The Roundtable students assess this money, they have made more than 10,000 practice the skills of a democracy from a very their communities’ needs, conduct site visits to grants to schools. Common Cents New York is young age, and develop lifelong habits of good community-based organizations, review proposals, currently assessing replication models for national citizenship. Based on the program’s popularity, and award grants. expansion to bring the Penny Harvest Program scope, and track-record, Common Cents has to other sites outside of New York City. successfully secured substantial in-kind support Phase Three,“Youth Service,” involves engaging from the Department of Education and has built students, parents, community residents, and Intended Outcomes strong relationships at all levels of the system. teachers in service projects for their community. Program staff are in the process of working with Projects are planned and led by students to address faculty from the Department of Quantitative Service-Learning in Common Cents a range of community issues based on research Methods in the Social Sciences at Columbia New York about the community need. Roundtables can University Graduate School of Arts and Science Since 1999, participating schools have followed a decide to implement service projects and/or other to evaluate the impact of the program on Common Cents service-learning curriculum that student groups in Penny Harvest, and participating youths. G2G

78 G2G Communities in

CIS Five Basics to young people. These “basics” are ming.Thus, the vast majority of CIS local pro- directly parallel to the America’s Promise five grams have engaged in service-learning and/or Schools promises, and include: community service. In Central Texas,CIS AmeriCorps members lead community service- learning projects with public school students. A One-on-One Relationship with a Caring In 2003, the CIS Academy at the Century III Mall 1 Adult; in West Mifflin, PA, was one of 150 organizations www.cisnet.org that received a “State Farm Good Neighbor A Safe Place to Learn and Grow; Service-Learning Grant” award administered by 2 Youth Service America. In addition to its locally initiated efforts, CIS A Healthy Start and a Healthy Future; National and some of its state offices promote 3 service-learning throughout the CIS system. ommunities In Schools (CIS) describes Citself as “the nation’s leading community- For example CIS National recently received a based organization helping kids succeed in school A Marketable Skill to Use upon Graduation; grant from the U.S. Department of Justice Office and prepare for life.” For over 25 years, CIS has 4 and of Juvenile Justice and Delinquency Prevention to championed the connection of community support the development of sustainable service- resources with schools. By bringing adults into learning at ten CIS local programs. (The ten sites schools to address children’s unmet needs, CIS A Chance to Give Back to Peers and are in North Carolina (3), South Carolina (2), provides the link between educators and the 5 Community. Pennsylvania (1), Michigan (1),Texas (1),Georgia community.The intended result is that teachers (1), and Indiana (1).) These ten sites are are free to teach, and students — many in jeopardy Local CIS affiliates work with public schools to developing a range of service-learning initiatives. of dropping out — have the opportunity to focus garner support from businesses, government, social on learning. service providers and volunteer groups to identify Scope of Service-Learning needs and assets.They then bring a broad range of During the 2001-2002 school year, 82 percent Since 1977, CIS has grown from a small local stakeholders together to support the Five Basics. In of CIS local programs offered students service- operation to a national organization, including some cases, local CIS programs provide a hands-on learning and/or community service opportunities. approximately 2,600 schools and alternative “case management” approach to ensure that youth education sites in 200 local programs in 31 states. receive the Five Basics. Intended Outcomes CIS reaches over 1.9 million students and CIS recently completed the planning phase of a their families. Service-Learning in Communities In Schools national evaluation of all of its efforts that should produce more precise information about the All CIS local programs and state offices are inde- Community service and related service-learning extent of service-learning and the effects of pendent, community-based nonprofit organizations opportunities lie at the heart of the fifth basic CIS service-learning. G2G that share a common dedication to bringing the objective of CIS, and relate to all of its program-

G R O W I N G T O G R E A T N E S S 79 Constitutional Rights

teaching, cooperative learning, portfolio assessment, develop the knowledge, skills, and attitudes they and service-learning projects. CRF supports two need to become effective citizens. Foundation versions of CityYouth:a 7th grade curriculum, “Today’s Communities,” in which students identify Youth Leadership For Action (YLFA) is a program and analyze school and community issues and plan, for Los Angeles youths who want to make an complete, and evaluate service-learning projects impact in positively altering of their city. www.crf-usa.org around four themes: crime and safety, harmony, Members put together an annual workshop or health and well-being, and environment; and an youth conference. 8th grade curriculum,“U.S. History,” which links a theme to a historical era.A CityYouth (Grade 6): Scope of Service-Learning World History curriculum is pending for 2004. ACT is applied to social studies and language- arts programs in more than 30 school districts Civic Engagement Training and Technical Assistance across the United States. CETTA’s training and (CETTA). In 2001, CRF contracted with the onstitutional Rights Foundation (CRF) is a technical-assistance services and its “Building Corporation for National and Community Service Effective Citizens” curriculum are available for Cnon-profit, non-partisan, community-based (CNCS) to provide three years of citizenship use by over 50,000 AmeriCorps and Learn and organization dedicated to educating America’s training and technical assistance including the young people about the importance of civic Serve America program participants. Over development of a service-learning curriculum: 1 million students and 16,000 teachers participate participation in a democratic society in the areas The “Effective Citizenship Guide,”“Evaluation of citizenship, government, politics, and the law. in the national Youth for Justice program.YLFA is Guide,”“A Facilitator’s Guide for By the People,” active in 13 Los Angeles-area schools, serving an and “A Guide to Effective Citizenship through estimated 220 students. Service-Learning in Constitutional AmeriCorps.” Rights Foundation Intended Outcomes CRF’s service-learning curricula and programs Service-Learning NETWORK newsletter examines support the design and implementation of school- issues in civic education and service-learning, ACT teaches problem-solving skills and increased and community-based programs, providing techni- provides real-world project profiles and other civic engagement, among other outcomes. cal support to a wide range of practitioners. service-learning resources. Underwritten by a A Brandeis study found that the majority of ACT grant from the Ford Foundation, Service-Learning teachers modified their teaching strategies as a Active Citizenship Today (ACT) is a civic participa- NETWORK is distributed free of charge to positive response to the ACT program.Youth tion program, in collaboration with the Close Up 14,000 K–12 educators nationwide. for Justice conducts research on its programs, Foundation, for middle and high school students. including effectiveness studies and a sequential Youth For Justice works to initiate and strengthen study with the Metropolitan Nashville G2G CityYouth uses service-learning to integrate civic law-related education programs that address prob- Public Schools. education into the core academic subjects: lems of violence committed by and against youths. social studies, language arts, science, and math. Through service-learning, youths participate in and CityYouth’s interactive lessons support team take responsibility for their communities, and

80 G2G Do Something also uses the Internet to allow educa- ® tors to download curriculum, connect with other Something Community Coaches, or record their students’ skill-building efforts.

Service-Learning in Do Something Service-learning is integrated throughout Do www.dosomething.org Something activities through a number of mecha- nisms, including explicit curriculum materials developed by the national staff and the utilization of the Path to Change© process as the foundation of all activities:

o Something is a national nonprofit organ- see it believe it build it do it reflect on it Dization whose mission is to “Inspire young people to believe that change is possible; and we In many instances, the initial steps in this process Something has trained Community Coaches in train, fund and mobilize them to be leaders who involve young people developing and running a 400 schools in 27 states, with a concentration of measurably strengthen their communities.” Do “Speak Out,” a town hall-like meeting that focuses 155 schools — primarily in New Jersey and Something promotes community change projects on community challenges that can be addressed Wisconsin. that are identified, designed, and executed by over the course of the year.Activities are typically young people and linked to explicit curricula. followed by celebrations that promote reflection The most recent data suggests that approximately Projects are mentored by “community coaches,” on accomplishments and other lessons learned. 18,000 young people participate in ongoing Do typically teachers or guidance counselors, who help Something activities, with as many as 20,000 stu- young people plan and carry out activities.The first The Path to Change is also a means of problem- dents in all 50 states participating in their Kindness students recruited in a school typically become solving that young people learn, apply more and Justice Challenge. project leaders who provide youth leadership to all broadly, and utilize for a lifetime. (In 2002, Do Something activities. Do Something was asked by the Wisconsin Department of Education to develop a pilot Intended Outcomes Do Something has been a pioneer in the utiliza- program to integrate the Path To Change Do Something fosters leadership, citizenship, and tion of the Internet to bring young people curriculum into social studies programs at the character. Recently, Do Something engaged together, and to plan and operate a national serv- elementary, middle and high school levels in Brandeis University researchers to work with ice-learning program. It has involved musicians Wisconsin public schools.) them to develop and implement a system that will such as Christina Aguilera to draw young people to provide objective quantitative data on their activi- the Internet where they can participate in moder- Scope of Service-Learning ties and outcomes. Initial data suggest that Do ated chat rooms that address community needs and At the high point of the Internet-based approach Something has shown positive effects on partici- programming, list their success stories, and learn there were roughly 200 Community Coaches who pant skills and attitudes, including civic competen- more about opportunities for service. Do oversaw ongoing activities in their schools. Do cies and attitudes towards service. G2G

G R O W I N G T O G R E A T N E S S 81 Earth Service-Learning in Earth Force Earth Force focuses its efforts on helping youth in Force grades 5 thorough 9 acquire the knowledge, skills, and experiences to take civic action, leading to long-term improvement of the local environment. A critical component of the Earth Force process is enabling young people to direct their own www.earthforce.org community problem-solving process by choosing action projects that work to change local policy (school, government, or private policy), or effect a widespread change in community residents’ behavior or practices.

arth Force is a national education organ- Community Action and Problem Solving (CAPS) Eization that involves young people in combines the best practices of environmental service-learning activities pertaining to environ- education, civic engagement, and service-learning mental issues in their communities. Established in a classroom setting. Using CAPS materials, in 1994 with the support of The Pew Charitable middle school youths explore and take action on nine metropolitan communities where Earth Trusts, Earth Force began as a sponsor of national environmental issues. Force operates regional offices campaigns such as the Kids Choose Vote, Go Wild For Wildlife!,Team Up for Trees!, Pennies for the The Global Rivers Environmental Education Intended Outcomes Planet, and participated with other organizations Network (GREEN) helps young people protect Since 1997, CAPS field offices, educators, and in Nickelodeon’s Big Help initiative by organizing the rivers, streams, and other vital water resources. youths have participated in a national program 350 local action sites around the country. GREEN offers educators and watershed organiza- evaluation conducted by researchers at Brandeis tions integrated services and tools to engage youths University.A combination of on-site visits, obser- In 1996, Earth Force shifted its focus to encourage in improving water resources. vations, interviews, questionnaires, and pre- and young people to act in deeper, more meaningful post-program surveys has provided Earth Force a ways to address environmental problems by taking Earth Force After School adapts Earth Force’s CAPS wealth of information.These results address both part in Community Action and Problem Solving for use in after-school programs At the core of the what is working well, suggestions for improvement (CAPS) civics-related service-learning projects. program is a self-contained kit of materials and in the areas of training, program materials, and Earth Force now operates local offices in nine information to guide students through the study program delivery. Self- and teacher-reported metropolitan areas around the country and supports of local issues and development of action projects. studies have shown that Earth Force students programs in about 400 schools nationwide.The make substantial gains in civic action, problem- nine metropolitan regions are: Charleston, SC; Scope of Service-Learning solving, ability to use community resources in Chicago, IL; Denver, CO; Erie, PA; Houston,TX; About 35,000 students in about 400 schools around the classroom, leadership, commitment to the Philadelphia, PA;Tampa Bay/St. Petersburg, FL; the country participate in Earth Force programs environment, and an ability to talk and work Washington, DC; and West Palm Beach, FL. each year. Programs are located primarily in the with adults. G2G

82 G2G KIDS Consortium Service-Learning in KIDS Consortium To help local schools and communities implement The KIDS as Planners Service-Learning Model is these core principles, KIDS staff provide work- based on three key principles: academic integrity, shops and trainings for teachers, community mem- www.kidsconsortium.org apprentice citizenship, and student ownership. bers and students; host forums and events; provides awards to local programs and provide tools Academic Integrity: KIDS projects grow out of (such as the KIDS as Planners workbook). community needs yet are carefully connected to state learning standards and local curriculum Scope of Service-Learning requirements. The KIDS As Planners service-learning model is currently being employed in nearly 50 school IDS Consortium (KIDS) is a New Student Ownership: KIDS projects are student- districts in Maine, Massachusetts, New Hampshire, K England-based non-profit organization driven. Students select the projects, plan them, Ver mont, Connecticut and Rhode Island. that was incorporated in 1992 and works with and implement them, but work with adults KIDS has also expanded its efforts into Florida, teachers, administrators, and students to involve (teachers and community members) as equal Maryland, Pennsylvania, and Texas in recent years. students in addressing real challenges faced by their partners. Students practice making decisions Annually, over 12,000 students, 750 teachers, and communities. KIDS provides tools and training through small group work, classroom meetings, thousands of community partners, parents and around its KIDS as Planners service-learning and one-on-one interactions with adults.The volunteers participate in KIDS projects. model for educators and community organizations, adults share in learning, acting more as partners and assists local education and community leaders than experts. By working alongside students and Intended Outcomes to sustain and integrate service-learning into local providing role models, community members can culture, practice, and policy. KIDS Consortium has collaborated with the enhance students' aspirations. National Center for Student Aspirations at the KIDS has received support from the Corporation University of Maine at Orono to develop a Apprentice Citizenship: The KIDS model views student survey instrument to help gauge the for National and Community Service, Gulf of young people as vital community members who Maine Council, U.S Environmental Protection impacts of KIDS service-learning projects on can apply their knowledge, skills, and energy to participating youth.The survey, called “KIDS Agency,Academy for Educational Development — local and regional challenges. Students work National Service-Learning Partnership, Carnegie Speak,” was created to provide information on the successfully with local institutions and professionals extent to which KIDS projects impact five areas: Corporation, the Center for Civic Education, to design products and services with lasting bene- the Education Commission of the States Horizon motivation to learn; attitudes toward community; fits. In the process, they develop civic competencies communication, decision-making and problem- Foundation; Surdna Foundation;W.K.Kellogg and skills needed for effective citizenship: critical Foundation and several state agencies and founda- solving skills; attitudes toward self and working thinking, conflict resolution, attentive listening, with others; and career awareness. G2G tions in Maine, as well as individual donors. information-gathering, cooperation, decision- making, advocacy, and problem-solving.

G R O W I N G T O G R E A T N E S S 83 Lions–

essential citizenship skills.Through their inter- Scope of Service-Learning national Lions Youth Outreach Initiative, The Lions-Quest program has been supported Quest Lions Club members assist schools in service- by more than 50 grants with a total of more than learning efforts. $8 million to expand or establish programs in all 50 U.S. states and Puerto Rico, and over 30 other Three of the eight underlying principles for Lions- countries, encompassing over a quarter of a Quest guide ongoing research and development to www.lions-quest.org million teachers and touching the lives of more ensure that programs are effective service-learning: than ten million young people over the past two • Collaboration and partnership between home, decades. In 2002, about 1.4 million students school, and community; participated in Lions-Quest worldwide, nearly • Programs are values-based; and 60 percent of whom were middle school students; 30 percent were elementary school students; and • Programs are community-based. about ten percent were high school students. ions-Quest is a program of Lions Clubs In addition to this, Lions-Quest ensures linkages Intended Outcomes L International Foundation dedicated to to learning objectives by providing curricula, creating family-school-community partnerships for products, training, and services to support adults Incorporating risk, resiliency, and asset-building positive youth development.Their mission is to in helping young people deal with the complex research, Lions-Quest programs engage families, empower and support adults throughout the world, issues they face every day. schools, and community members in working in their efforts to nurture responsibility and caring together to increase the protective factors that in young people. For more than 20 years, Lions- Lions-Quest Skills for Growing is a K-5 promote young people’s healthy development and Quest has assisted educators and other adults in program focusing on life skills, service-learning, reduce those factors that put children at risk for guiding young people’s healthy development and character education. Skills for Growing problem behaviors. through program materials and staff development incorporates positive prevention strategies and an workshops in life skills, character education, drug implementation process for linking the home, In evaluation results from more than 60 surveys and violence prevention, and service-learning. school, and community in teaching essential life and studies, Lions-Quest Skills for Growing and citizenship skills. (grades K-5) have demonstrated effectiveness in Lions-Quest programs provide sequential, changing the knowledge, attitudes, and beliefs grade-specific classroom materials that teach com- Lions-Quest Skills for Adolescence is a compre- that lead to violence and substance abuse, and petencies such as self-discipline, communication, hensive life skills and drug prevention curriculum in strengthening the factors that protect young problem-solving, cooperation, resistance, and for grades 6-8 that emphasizes character develop- people from harmful, high-risk behaviors. G2G conflict management skills. ment, communication, decision-making skills, and service-learning. Service-Learning in Lions-Quest Lions-Quest programs help students discover the Lions-Quest Skills for Action is a curriculum for roles they can play in their communities while grades 9-12 that builds essential life and reinforcing positive social behavior and developing citizenship skills through community- and school- based service-learning experiences. 84 G2G The National Indian Youth Leadership Project Walking in Beauty is a youth development participating in three schools in three communi- program tailored to adolescent girls.Walking in ties in New Mexico. 21st Century Program www.niylp.org Beauty uses the traditional Navajo “Kinalda” cere- subcontracts with the Gallup McKinley School mony and other culturally derived rites of passage. District to provide after-school academic and enrichment activities to 60 students in Web of Life is an experiential approach to healthy three schools. development.Web of Life emphasizes outdoor adventure, service to the community, cultural Since 1995, foundation funding supported discovery, health, wellness, and native values. the TIP’s engagement of over 500 students in he National Indian Youth Leadership service-learning in more than 15 native TProject (NIYLP) is a national non-profit Tur tle Island Project (TIP) is a multi-state effort to community schools and tribal colleges.TIP organization whose mission is “to engage Native incorporate service-learning into schools that serve provides technical assistance primarily in the youth in challenging activities and meaningful Native American youths and colleges that are southwest region. Project Venture K-6 and experiences in the community and the natural training Native teachers, and developing policy Project Venture Middle School have 250 youth world preparing them for healthy lives as capable, to support service as a culturally appropriate participants in their programs. contributing members of their family, community, teaching methodology. tribe, and nation.” NIYLP is based on traditional NIYLP publishes the Journal of Native Service- Native American values and concepts, including Sacred Mountain Learning Center on Turquoise Learning and recently completed a book on the Mountain (Mt.Taylor) is undergoing renovation. the Tsa-la-gi (Cherokee) people’s call for “Gadugi” “Gathering of Elders” that has been conducted NIYLP completed work on the Turtle Amphi- — a call to bring people together to help each year since 1993 at the National Service- theater, which will seat about 200 people.The one another. Learning Conference. shape honors Turtle Island, the traditional Native American name for North America.They also Service-Learning in the National Indian Intended Outcomes completed the first of several hogans (traditional Youth Leadership Project Navajo structures) to be used as dormitories. Results from NIYLP’s program evaluations since Project Venture is a youth development approach 1990 indicate consistently positive outcomes for developed by NIYLP for Native youths and Scope of Service-Learning youths in terms of personal and social compet- communities being replicated in at least twenty Over 3,000 youths participate in NIYLP programs. ence, and prevention of risk behavior.These locations across the country. In 2003, Project The Project Venture Model is being replicated in outcomes have resulted in Project Venture being Venture underwent the process to become 27 locations in 11 states, serving an additional named a “Promising and Effective Program” by officially recognized as a Model Program by 2,500-3,000 youths.Walking in Beauty provides the Center for Substance Abuse Prevention and NREPP and the Center for Substance Abuse direct service to 70 young women in two schools the Office of Juvenile Justice and Delinquency Prevention. in New Mexico.Web of Life has 250 youths Prevention. G2G

G R O W I N G T O G R E A T N E S S 85 YMCA of the

communities, allowing teens to use their talents develop new skills, and learn more about USA themselves and their surroundings. YMCA Learn and Serve America Project: In 2000, the YMCA of the USA received a three-year grant from the Corporation for National and www.ymca.net Community Service to institute service-learning at five local YMCA sites.The project’s overall goal was to engage teens to help children (ages 5-11) increase their readiness and respect for, and commitment to learning.The teen participants were guided in developing and implementing innovative projects in underserved neighborhoods Based on interim data, 23 (out of 24) Pew-spon- ince 1844, the YMCA has grown into an to develop “social capital” in the neighborhoods sored Civic Engagement Fellows provided training Sinclusive, ecumenical organization with more surrounding the YMCAs. than 2,500 sites across the U.S. and 130 countries. to promote youth civic engagement to more than 2,700 adults and 4,800 youths in 19 states. YMCAs have devoted considerable resources and Civic Engagement Initiative: In 2002, the YMCA energy toward building strong kids, families, and of the USA began a civic engagement initiative, Intended Outcomes communities. In recent years,YMCAs have focused with support from the Pew Charitable Trusts, to their efforts on community development and build on previous Pew-funded efforts by promot- An external evaluation by Search Institute found efforts to reach out to more teens, dovetailing ing service-learning and civic engagement activities high impact on YMCA Earth Service Corps’ abil- with an emphasis on community service and throughout the entire YMCA system in the United ity to strengthen leadership skills, increase the service-learning. States.The initiative began with a symposium commitment of future volunteerism, and provide attended by representatives of over 40 YMCAs and the tools necessary for healthy, competent, and Service-Learning in the YMCA their community partners to “jump-start” planning caring lives. YMCAs collaborate with organizations that for new and/or enhanced civic engagement leverage resources towards the greater social good activities. It involved 24 local YMCA staff as A recently completed evaluation of the Learn and and emphasis on teenagers. “Civic Engagement Fellows” who jointly devel- Serve project by Brandeis University shows that oped a training curriculum on civic engagement. the YMCA model has succeeded in engaging YMCA Earth Service Corps: For the past ten teenagers in ways that lead to a wide range of years, the YMCA has operated the Earth Service Scope of Service-Learning personal growth indicators and benefits for their communities.The activities have led to solid Corps, a service-learning program for teenagers to The YMCA Earth Service Corps operates in more progress in utilizing service-learning to develop make a difference in their communities. Grounded than 140 YMCAs in 30 states, and continues to or improve relationships among YMCAs and other on the building blocks of leadership development, experience growth as a national program. In its community agencies. G2G environmental education and action, and cross- ten-year history, the program has involved close to cultural awareness, this program works in 20,000 young people in well over 1,000,000 hours of service. 86 G2G Youth Service

A Service-Learning Curriculum Guide is published by YSA to provide an educational link between America service projects and K-12 curricula for National and Global Youth Service Day, and convenes the Working Group on National and Community Service to advance new knowledge on service-learning topics. www.ysa.org Co-sponsorship of the National Service-Learning Conference where YSA conducts an annual forum • Participation of approximately 300 government on Youth in Decision-Making,offers a number officials in NYSD and GYSD, including the of skill-building workshops, and co-hosts an Presidents of Brazil and the Philippines, helped outh Service America (YSA) is a resource awards ceremony. legitimize and disseminate the key role of youth Ycenter that partners with and supports service and service-learning in community and thousands of organizations committed to increasing Project Plan-It!,YSA’s online interactive project national development. the quality and quantity of volunteer community planning tool, helps young people develop a plan • Unanimous passage of United States Senate’s service and service-learning opportunities for for their service projects, allowing them to print Resolution 112 declaring April 11th as National young people, ages 5-25, in neighborhoods, their plan, timeline, budget, funding proposal, press Youth Service Day. nationally, and globally. Founded in 1986,YSA’s release, service-learning reflection plan, and other vision is to create and nurture a powerful network helpful resources. • 150 youths, teachers, and organizations received of organizations committed to making service and $125,000 in grant funding to support their service-learning the common expectation and Scope of Service-Learning service-learning projects for NYSD, including experience of all young people in America. Over 200 national and global partners organize 50 grants of $500 for students and 50 grants of thousands of projects based on a service-learning $1,500 for teachers made available through Service-Learning in Youth Service America approach each year in the United States and The State Farm Good Neighbor Service- Learning Award. YSA sponsors and collaborates with other abroad. Millions of youths from 50 states and organizations to involve youth in service-learning 127 countries participated in National and Global • 40,000 “Service-Learning Curriculum Guides,” through several initiatives including: Youth Service Day in 2003. in English, Spanish, and Portuguese, were distributed for use in National and Global Youth National and Global Youth Service Day, considered Intended Outcomes Service Day projects. the largest service event in the world, it mobilizes Highlights of 2003 program impact include: • Approximately 60 youths, representing at least young people to identify and address community • Over 320 million media impressions (readership) 12 states, participated in YSA sponsored events needs; supports youths on a lifelong path of service from 951 radio, television, and newspaper stories at the National Service-Learning Conference in and civic engagement; and educates the public, highlighting youths’ positive role during NYSD Minneapolis, MN. media, and policymakers about the year- and year-round, and an average 1 million hits a • More than 6,600 students used Project Plan-It round contributions of young people as month on SERVEnet.org. in as a resource to develop service-learning community leaders. projects. G2G

G R O W I N G T O G R E A T N E S S 87 Youth Volunteer Corps of

Recruited from inner cities, suburbs and rural areas, youth volunteers, ages 11-18, reflect the America ethnic and socio-economic diversity of the community.This rich mix of participants enhances ethnic appreciation, teamwork, and civic responsibility.

www.yvca.org Service-Learning in Youth Volunteer Corps During the school-year,YVC program directors are expected to work closely with young people and their teachers to develop service-learning programs. Moreover, two out of the 12 standards for all Youth Volunteer Corps activities emphasize service-learning: irst launched in 1987, the Youth Volunteer FCorps (YVC) model has been established in • Providing leadership opportunities for youth numerous communities nationwide in partnership volunteers, and Intended Outcomes with community-based organizations, school • Establishing an integrated education and districts, and municipalities. Foundations, corpora- reflection process for participants. The YVC model is based on research conducted tions, individuals, United Ways, and governments in 1985 by the current YVC president, who visited provide funding.While each local community’s Scope of Service-Learning existing service corps and interviewed leaders in the then-newly forming youth service field.YVC YVC program is tailored to meet unique needs, all More than 40 YVC programs operate in 22 states reports that several studies have demonstrated the programs meet 12 “National Program Standards.” and are sponsored by community-based organiza- program’s effectiveness in reaching young people tions such as Volunteer Centers, the YMCA, United and helping them develop a sense of confidence YVC provides service-learning opportunities for Way, and RSVP offices. Other sites are sponsored in their own abilities as well as greater empathy youths, ages 11-18.YVC’s mission is to create by schools and school districts and by local govern- and increase volunteer opportunities to enrich ment. Last year,YVC programs recruited just for others. America’s youths, address community needs, and over 40,000 youths. Its smaller programs involve develop a lifetime commitment to service. It offers 100 youths per year. Larger programs involve Two intensive independent evaluations have been communities a proven, cost-effective youth service approximately 2,000 youths per year. conducted on YVC.The first was funded by the program to engage diverse groups of young people W.K. Kellogg Foundation and conducted by in service projects designed by local government About 75 percent of the youths serve during the Dr. Lynne Ford of the College of Charleston and non-profit agencies. Programs include the school year, but 50 percent of hours are completed from 1992 to 1995. Results included impacts “Clown Corps” in Arizona, in which participants during the intensive summer program, averaging on youth attitudes regarding the experiences, entertain at senior homes, hospital, and childcare about 30 hours of service.The project duration learning and growth, and impacts on community. centers; oral history projects; programs to serve ranges from half a day up to four weeks of full- For 2003-2005, the Ewing Marion Kauffman children and youths; as well as physical community time service.The average youth volunteer serves on Foundation has hired the Youth Policy Research development projects. three projects during the course of one year. Group to evaluate YVC impact. G2G

88 G2G Glossary of

Community-based organization (CBO): Multiple Intelligences: A theory by Howard An organization that is representative of a Gardner that describes the broad range of Terms community or significant segments of a capabilities (intelligences) used by humans in community and provides education or other solving problems and creating things and ideas. services to promote community well-being. Emphasizes the need to recognize learner differences in instructional design. Includes eight Developmental assets: A research-based intelligences: verbal/linguistic, logical/mathematical, framework which measures positive relationships, visual/spatial, bodily/kinesthetic, musical/rhythmic, opportunities, skills, and personal qualities that help interpersonal, intrapersonal, and naturalist. young people thrive, avoid a wide range of high- Character Education: Promoting core values, risk behaviors, and become healthy, caring, and Service-Learning: A philosophy, pedagogy, and proactive strategies, and practices that help responsible members of society. model for community development that integrates children not only understand core, ethical values, community service with intentional academic or but also care about and act upon them in all Formal, Informal and Nonformal Education: personal development goals to enhance cognitive phases of school life (from the Service-Learning A set of terms used to capture the span of learning and social development, teach civic responsibility, Clearinghouse). contexts for acquiring knowledge and skills: formal and strengthen communities. (as in schooling), nonformal (activities or programs Citizenship education: A comprehensive organized outside the school context but directed Social Capital: A concept advanced by sociologist approach aimed at instilling in students the to definite educational objectives, such as in James Coleman and political scientist Robert knowledge, skills, and dispositions necessary for community-based organizations) and informal Putnam referring to the processes between people, effective civic participation — rather than only (through self-directed, lifelong learning activities which establish networks, norms, and social trust, describing responsibilities of citizenship such as such as reading, and social contact where, for and facilitate coordination and cooperation for voting. (Education Commission of the States) example, children learn adult roles by observing, mutual benefit. assisting and imitating). Civic education: Deepening the experience of Statistical significance: The level at which an service by connecting it to such fundamental Higher order thinking: Thinking that stresses investigator can conclude that observed differences American values as liberty, responsibility, and analysis, comparison, interpretation, application, are not due to chance alone; for example, a “p” freedom. (Constitutional Rights Foundation, debate, innovation, problem-solving, or evaluation value of .05 (also called significance at the .05 level) Citizenship Toolkit) of a line of thinking (from International Reading indicates that there is about 1 chance in 20 that Association). the differences observed occurred by chance alone. Community service: Service to the community that is not formally linked to the curricular Meta-analysis: The analysis of the results of a Title I: Federal Program that provides additional objectives of a school or community-based collection of individual studies in order to education services for student achievement for low organization. draw general conclusions, develop support for income students and families. hypotheses, and/or produce an estimate of overall Community youth development (CYD): program effects. Trend-level Analysis: Analysis of changes over A strategy of youth engagement where youths time that do not necessarily reflect statistical advance community development goals resulting significance at the 0.5 level. in benefit to both youths and the community. G R O W I N G T O G R E A T N E S S 89 Essential Elements of Service-Learning

The “Essential Elements of Service-Learning” was published by the National Youth Leadership The Essential Elements of Effective Service-Learning Practice: Council in 1999 in response to a request from ■ ■ the Corporation for National Service (CNS) to Curriculum Integration: Strengthens Diversity: Participation in service projects provide a guide to creating, maintaining, and the connection between academic learning, that involve diverse groups is encouraged including state and local standards, to enhance students’ ability to work with, continuing improvement of service-learning and service. learn from, understand, and communicate programs.The essential elements were identified in positive ways with people whose back- over a period of three years with the support ■ Academically and developmentally grounds are different from their own. and input of members of the National Service- appropriate service: Provides opportuni- Learning Cooperative, a group of 13 organizations ties for students to learn skills and think ■ Partnerships with community: Clear funded by CNS and convened by NYLC to critically. communication of expectations among provide service-learning technical assistance. ■ Student assessment: Is integrated into partners concerning outcomes, rules, roles, They have provided a basis for the creation of program design as an instructional tool, and responsibilities. assessment tools and survey instruments to providing constructive feedback to enhance ■ Preparation: Students and teachers must determine the quality of service-learning practice learning. understand their roles, the skills and and level of organizational support at local, state, ■ Genuine community needs: Involves information required, safety precautions, and national levels. For a complete copy of the students in tasks that have clear goals, and sensitivity to the people they will meet “Essential Elements of Service-Learning,” contact meeting genuine community needs in the community. NYLC at (651) 631-3672 or visit www.nylc.org. identified by students and approved by ■ Reflection: Students learn higher order the community, which is part of the thinking skills to connect their service students’ learning process and integral experience to curricular objectives. to the program design. Reflection activities must occur throughout ■ Program evaluation: Involves all the process — before, during, and after participants, and is summative (evaluating the service experience — and engage all the end result) and formative (for ongoing participants. program improvement). ■ Validation: Post service acknowledgement ■ Student voice: Students hwave decision- and celebration of students’ service, as well making power regarding the selection, as documentation of student service in design, implementation, and evaluation of academic transcripts. service projects.The teacher’s role is as a mentor, coach, motivator, and facilitator.

90 G2G The Essential Elements of Organization Support for Service-Learning: ■ Effective service-learning is connected to and relevant to the district’s mission: Service-learning as part of school- and district-wide curricula. ■ School and district policies designed to promote quality service-learning practice: service-learning linked to the district and/or school mission statement. ■ Organizational structure and resources: • Service-learning funded through the school and/or district budget; • District provides transportation for service-learning activities; • Schedule accommodates service-learning; • Administration actively supports service-learning; • School risk management plan covers service- learning; and • Provision is made for the coordination of school and/or district service-learning. ■ Professional Development: Staff training in service- learning philosophy and pedagogy. Ongoing opportunities for staff to refine their service- learning practice.

G R O W I N G T O G R E A T N E S S 91 Resources

National Youth Leadership Council www.nylc.org Organizations Points of Light Foundation www.pointsoflight.org Project Ignition he following sampling of organizations Corporation for National & www.sfprojectignition.com and projects offer resources on service- Community Service T Search Institute www.nationalservice.org learning, including curriculum guides, evaluation www.search-institute.org tools, funding sources, and other forms for Education Commission of the States support. Please see profiles in this report www.ecs.org State Education Agency K-12 Service- for additional resources. If readers know of Learning Network (SEANet) additional useful resources, please contact Exemplary Youth Ministry www.seanetonline.org www.exemplarym.com [email protected]. State Farm Companies Foundation Independent Sector www.statefarm.com Academy for Educational Development www.independentsector.org USA Freedom Corps www.aed.org The Innovation Center for Community & www.usafreedomscorps.gov American Youth Policy Forum Youth Development University of Berkeley Service-Learning www.aypf.org www.theinnovationcenter.org Research and Development Center America’s Promise – The Alliance for Youth John Gardner Center for Youth and www.gse.berkeley.edu/research/slc/ www.americaspromise.org Their Communities gardnercenter.stanford.edu W.K. Kellogg Foundation – Campus Compact Learning In Deed www.compact.org John Glenn Institute for Public Service www.learningindeed.org and Public Policy Compendium of Assessment and Research www.glenninstitute.org Youth Action Net Tools (C.A.R.T.) www.youthactionnet.org www.cart.rmcdenver.com National 4-H Council www.n4h.org Youth Action Research Institute/Institute for Center for Youth as Resources Community Research. www.cyar.org National Commission on Service-Learning www.incommunityresearch.org/research/yarao.htm www.servicelearningcommission.org CIRCLE (Center for Information Youth Activism Project and Research on Civic Learning National Crime Prevention Council www.youthactivism.com & Engagement) www.ncpc.org Youth on Board www.civicyouth.org National Dropout Prevention Center www.youthonboard.org Close-Up Foundation www.dropoutprevention.org Youth Service America www.closeup.org National Service-Learning Clearinghouse www.ysa.org www.servicelearning.org Youth Venture National Service-Learning Partnership www.youthventure.org www.service-learningpartnership.org 92 G2G 2003 Table of Contents

Introduction ...... 1 Service-Learning Preparation John Glenn in Preservice Teacher Education ...... 27 Foreword ...... 3 Marybeth Neal and Jeffrey Anderson Kathy Havens Payne Service-Learning A Time to Serve, A Time to Learn: International Perspective ...... 39 New Roles for Youth ...... 5 Jim Kielsmeier Jim Kielsmeier State of Service-Learning Research: Service-Learning in K-12 Education ...... 7 A Phenomenological Approach ...... 29 Marybeth Neal Marybeth Neal Service-Learning in Higher Education: Service-Learning Policy ...... 33 Trends, Research and Resources ...... 12 Marybeth Neal and Jeff Miller Erin Bowley with Jennifer Meeropool Longitudinal Indicators from Programs . . . 35 Overview of What is Known State of the States: About the Scope of Community-Based An Outline ...... 36 Service-Learning in the United States . . . . 17 Nelda Brown, Jim Kielsmeier, Marybeth Neal, Lawrence Neil Bailis, Ph.D. Stan Potts and State Correspondents Faith Communities: Resources Available from the Untapped Allies in Service-Learning . . . . . 20 National Youth Leadership Council ...... 43 Eugene C. Roehlkepartain National Youth Leadership Council Publication Order Form ...... 44

2003 Report available online at www.nylc.org or in print form from NYLC. For copies, please call (651) 631-3672. $18.00

TM

“[R]ecognize that he who is greatest among you shall be your servant. That’s your new definition of greatness. And ...by giving that definition of greatness, it means that everybody can be great, because everybody can serve. You don’t have to have a college degree to serve. You don’t have to make your subject and your verb agree to serve. You don’t have to know about Plato and Aristotle to serve. You don’t have to know Einstein’s theory of relativity to serve. You don’t have to know the second theory of thermodynamics in physics to serve. You only need a heart full of grace. A soul generated by love. And you can be that servant.”

–DR. MARTIN LUTHER KING’S FEBRUARY 4, 1968, SERMON AT THE EBENEZOR BAPTIST CHURCH IN ATLANTA.

WASHINGTON, JAMES M., ED. A TESTAMENT OF HOPE: THE ESSENTIAL WRITINGS AND SPEECHES OF MARTIN LUTHER KING, JR. (SAN FRANCISCO: HARPER COLLINS, 1991), 265-66. 1667 Snelling Avenue N. Suite D300 St. Paul, MN 55108 (651) 631-3672 www.nylc.org