Growing to Greatness 2008 the State of Service-Learning

Growing to Greatness 2008 the state of service-learning

A report from the National Youth Leadership Council with funding provided by Service-Learning by the Numbers

299.4 estimated U.S. population in millions.1 4.7 estimated millions of U.S. K-12 students 54 percentage of national 2006 General engaged in service-learning.2 election turnout of voters age 30 and older.1 53.3 Estimated U.S. population in millions of youth (ages 5-17).1 1.3 number in millions of 2005-2006 25 percentage of national 2006 K-12 students supported by Federal General Election turnout of voters 17.8 percentage of youth in the learn and Serve America grants.3 under the age of 30.1 total U.S. population.1 43 investment in 2005-2006 Learn and 41 percentage of former service-learning serve programs in millions of dollars.3 youths (ages 18-29) who voted in a local, state, or national election.7 1,045 campus Compact member colleges 4:1 Monetary value of service provided by Learn 5 or universities. and Serve participants to their communities, 57 percentage of former service-learning compared to Learn and Serve money spent.4 youths (ages 18-29) who report that voting service hours in millions logged by 2005-2006 377 7 5 in elections is important. campus Compact participants. 86 percentage of U.S. principals who reported that service-learning has a positive impact 92 percentage of principals from U.S. schools 7.1 Monetary value in billions of dollars on the larger community’s view of youths with service-learning programs who reported of service performed annually by as resources.2 that service-learning has a positive impact campus Compact participants.5 on students’ civic engagement.2 83 percentage of U.S. principals who reported 55 percentage of U.S. residents who support that service-learning has a positive impact on percentage of U.S. youths ages 8-21 increasing federal funding for national 94 academic achievement.2 who report that they want to be involved service programs including AmeriCorps, VISTA, in making the world a better place.8 and Peace Corps. (30 percent oppose.)6

1 The number of people it takes to make a change in the world.

1 Census Bureau Population Estimates for July 1, 2006. 2 Scales, P., and Roehlkepartain, E. (2004). Community Service and Service-Learning in Public Schools, 2004: Findings from a National Survey. St. Paul: National Youth Leadership Council. 3 Learn and Serve America. (2006). Learn and Serve America Performance Report for Program Year 2005-2006. 4 Melchior, A. (1999). Summary Report: National Evaluation of Learn and Serve America. Center for Human Resources, Brandeis University. Learn and Serve America provides federal funding for service-learning. 5 Campus Compact. (2007). Service Statistics: Highlights and Trends of Campus Compact’s Annual Membership Survey. Available at http://www.compact.org/about/statistics/2006/service_statistics.pdf. 6 Harris Interactive Online. January 11–18, 2007 among adults, n=2,337. Available at http://www.harrisinteractive.com/harris_poll/index.asp?PID=733 7 Martin, S., Neal, M., Kielsmeier, J., and Crossley, A. (2006). The Impact of Service-Learning on Transitions to Adulthood. Growing to Greatness 2006. St. Paul: NYLC. 8 America’s Promise Alliance. (2006). Every Child, Every Promise: Turning Failure into Action. Alexandria, VA: America’s Promise: The Alliance for Youth. Growing to Greatness 2008 the state of service-learning project

A report from the National Youth Leadership Council

James C. Kielsmeier, Ph.D., Program Director Marybeth Neal, Ph.D., Research Director Nathan Schultz, Research Assistant Thomas J. Leeper, Research Assistant Copyright © 2008 by National Youth Leadership Council

All rights reserved under International and Pan-American Copyright Conventions. Unless otherwise noted, no part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without express written permission of the publisher, except for brief quotations or critical reviews.

ISBN 0-9793033-2-X

ISBN 13 978-0-9793033-2-6

The views expressed in each article contained in Growing to Greatness are solely the views of the author or authors of each article and do not necessarily represent those of the National Youth Leadership Council or the other authors in the collection.

Permission is granted for individual readers, parents, teachers, and group leaders to photocopy pages for personal, home, classroom, or group work with the following citation: Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org.

Header and cover photographs courtesy of Bruce Silcox: www.brucesilcoxphotography.com.

Cover photo: Participants from the youth group NFL-YET Across America help restore one of the oldest surviving mission churches in New Mexico by making bricks at the 2007 National Service-Learning Conference in Albuquerque.

All other photos used by permission.

Additional Growing to Greatness information is available at www.nylc.org/g2g.

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iv editorial Board 46 Altruism in Children: Consumer Behavior E verybody and Responsible Business Practices v acknowledgments Suzanne Martin, Just Kid, Inc. Marybeth Neal, NYLC can be great, 56 Middle School Youths as Problem-Solvers vi letter from State Farm Theresa K. Sullivan, University of Minnesota Kathy Payne, State Farm because 66 service-Learning in Latin America: Past and Present 1 introduction María Nieves Tapia, CLAYSS James C. Kielsmeier, NYLC everybody 77 policy Matters 4 service-Learning and the Five Promises Alma Powell and Marguerite Kondracke, 78 persistent Voice, Continuing Vision: can serve. America’s Promise Alliance 25 Years of the National Youth Leadership Council Stina Kielsmeier, NYLC 8 K-12 Service-Learning Standards for Quality Practice 84 supporting Service-Learning through Policy – dr. Martin Luther King Jr.’s Shelley H. Billig, RMC Research Corporation Jon Schroeder, Education|Evolving february 4, 1968, sermon at the and Wokie Weah, NYLC ebenezer Baptist Church in Atlanta 88 service-Learning and the National 16 scope, Scale, and Impacts of Service-Learning: Education Debate The Challenges of Measurement Peter Levine, CIRCLE Dana Markow, Harris Interactive and Marybeth Neal, NYLC 98 service-Learning in the United States: Recent Policy Developments 26 service-Learning Dissertations Thomas J. Leeper, NYLC and Theses, 2004-2006 Liberty Smith and Heather J. Martin, NSLC 102 State Profiles Nathan Schultz, NYLC 36 A Three-Year Evaluation of Learn and Serve America Grantees 152 Learn and Serve Funding Kimberly Spring, CNCS 153 Glossary Editorial Board 2008

Larry Bailis Teddy Gross Brandeis University Common Cents New York

Shelley Billig Joe Herrity RMC Research Corporation Iowa Department of Education

Nelda Brown Don Hill National Service-Learning Partnership Youth Service California

Rich Cairn Kathy Hill Cairn and Associates Ohio State University

Amy Cohen Barbara Holland Corporation for National and Community Service National Service-Learning Clearinghouse

Marty Duckenfield Michelle Kamenov National Dropout Prevention Center Minnesota Department of Education

Joe Follman Suzanne Martin Florida State University Just Kid, Inc.

Andy Furco Sarah Pearson University of Minnesota Independent Consultant

Silvia Golombek Rob Shumer Youth Service America University of Minnesota Acknowledgments

Writing the acknowledgments to this, the The Corporation for National and Community Wegner, communications director; Caryn sixth issue of Growing to Greatness: The State Service staff helped in many important ways: Pernu, managing editor; and Vicky Goplin, of Service-Learning, cannot fully capture the Liberty Smith of the National Service-Learning editorial consultant, all gave generously of wonderful adventure in learning nor the Clearinghouse with the creation of the their time and talents. Jacqueline Heap, depth of gratitude to those who helped us glossary; Kimberly Spring and Nathan Dietz, executive assistant, provided exceptional along the way. We are especially grateful to CNCS researchers with questions involving the translation of María Nieves Tapia’s contribu- State Farm Companies Foundation for their interpretation of data; Elson Nash, who tion; Cynthia Reitzel gave valuable assistance continuing investment in this important work. generously provided data for this volume; and in plumbing the richness of the National Tracey Seabolt and Amy Cohen with arrange- Youth Leadership database; and NYLC Project Thank you to all our authors for their contribu- ments for the Advanced Strategy Lab. Ignition Coordinator Michael Van Keulan tions, to the organizations they represent, and thoughtfully reviewed articles. to the people who make their work possible. It was both an honor and an inspiration to Randy Horick and Patti Reilly of America’s develop the state profiles in consultation We feel very fortunate this year to have Promise Alliance; Jennifer Piscatelli and Terry with the State Educational Agency staff and enlarged our circle of people and organiza- Pickeral of the Education Commission of the to interview service-learning program tions interested in documenting the scale, of States; and Rob Shumer offered valuable leaders who provided the accompanying scope, and impacts of service-learning. We insights in shaping and reviewing articles. state project examples. are all enriched by their company and look forward to including still more voices and We are fortunate for the diversity of research- Our Growing to Greatness Editorial Board has perspectives on service-learning. ers and practitioners who participated in the given us good insight and we are grateful for two Advanced Strategy Labs in collaboration their guidance. We are fortunate for the great Marybeth Neal, Ph.D. with Harris Interactive, exploring the poten- team of dedicated, energetic, and insightful Research Director tial service-learning has to make a positive individuals at NYLC. Nathan Schultz and National Youth Leadership Council contribution in the lives of young people and Thomas Leeper, research assistants; Maddy their communities. Dear Reader,

It is our pleasure to bring you the sixth Growing to Greatness is essential to the contin- lobbying for supportive legislation, a volume of Growing to Greatness, an annual ued advancement and sustainability of researcher helping build the case for its report on the state of service-learning from service-learning as pedagogy. The findings effectiveness, or an educator seeking new the National Youth Leadership Council. State published here will help schools rethink how ways to engage youth leaders. Farm Companies Foundation has proudly they deliver education to diverse populations May Growing to Greatness prove a catalyst for supported this series on the current state of and move toward making service-learning your own involvement in community service-learning research, policy, and practice available to all young people. strengthening through service-learning! since the publication’s inception in 2003. We With the release of the K-12 Service-Learning are delighted to see it reaching more educa- Sincerely, Standards for Quality Practice in this volume, tors, policy-makers, and researchers each year. we believe the publication may become a State Farm® helps sustain service-learning research staple, where researchers exploring initiatives nationwide because of the student the nuances of effective pedagogy find new achievement results associated with the ways to collaborate and corroborate their Kathy Payne practice and the transformational way that findings. Sr. Director — Education Leadership State Farm Insurance service-learning impacts students and We hope you will find yourself in this publica- learning. The research supports the impact tion, and discover new ways to engage in your of service-learning as a teaching/learning community — whether as a partner to a strategy. The documentation of the scale, service-learning initiative, a policy-maker scope, and impacts of service-learning in 1 Chapter Title Goes Here

Introduction

James C. Kielsmeier I n the 2003 inaugural issue of Growing to Greatness: The State of Service-Learning, Senator National Youth Leadership Council John Glenn, chair of the National Commission on Service-Learning, reminded us of the Commission’s challenge to the country, “to ensure that every student in kindergarten through high school participates in quality service-learning every year as an integral and essential part NYLC’s founder James C. Kielsmeier has of the American education experience. … Documenting the impact is essential to realizing committed his life to transforming the roles of this challenge.” Thanks to State Farm Companies Foundation and to this year’s contributors, young people in society — building youth-adult partnerships that help young people grow from the sixth volume of Growing to Greatness provides an important next step in measuring the recipients of information and resources to contributions of young people to society as they grow to greatness through service-learning. valuable, contributing members of a democratic society. Jim has advised three Minnesota Alma Powell and Marguerite Kondracke, This volume is informed by reports from two leaders of America’s Promise Alliance, begin areas of inquiry undertaken by the National governors, helped write state and federal Growing to Greatness 2008 by discussing the Youth Leadership Council in collaboration service-learning legislation, and testified before importance of published research in dem- with respected partners: the Minnesota House and Senate as well as the onstrating empirically how service-learning The Advanced Strategy Labs convened in U.S. House of Representatives. He has written links to all Five Promises. In particular they collaboration with Harris Interactive to numerous articles, co-authored two books, note service-learning’s contribution to the gather the insights of members of the and presented on youth and service issues Fifth Promise — giving young people the broader service-learning movement on opportunity to contribute to their communi- in 16 countries and 27 U.S. states. how to improve our ability to discern and ties — is foundational to youth development measure the scope, scale, and impacts of and a key strategy for dealing with our service-learning. school drop-out crisis.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org 2 Introduction

The final version of the K-12 Service- Liberty Smith and Heather Martin document Suzanne Martin and George Carey further Learning Standards for Quality Practice how service-learning is becoming a part of the explore the level of interest in helping others developed in partnership with RMC way we think and act by reviewing how — and exhibited by young people in their study of Research. to what extent — service-learning is used as a altruism among young children. In their focus of research among newly-minted research design, suitable for gathering the Dana Markow and Marybeth Neal describe academics. We present their article on recent perspectives of children aged 6-14, they how the Advanced Strategy Labs were helpful dissertations and theses on service-learning found that young people have a great in suggesting a common language for further that have been gathered by the National interest in giving that rivals their interest in sharing of insights and information from Service-Learning Clearinghouse. getting. They conclude by suggesting the diverse perspectives. Ideas suggested include possibility of new partnerships emerging identifying key research measures, seeking Part of our goal in presenting an annual between businesses, their young customers, existing data sources to address the need for volume on scope, scale, and impacts is to and non-profit organizations. measurement, and collaborative research report on how the movement is evolving and using common definitions that increase the maturing. An important feature of this At the program level Theresa Sullivan possibilities for comparison and aggregation process is institutionalization. Institutionaliza- presents a careful analysis of problem-solving across studies. tion refers to the extent to which service-learn- strategies among middle school aged young ing is embedded into everyday practice — as people involved in City Year’s Youth Heroes We are therefore very pleased to include the reflected in the concepts we use, the decisions program and offers suggestions for how new service-learning standards to help we make, and the actions we take. Kimberly practitioners can help expand the problem- establish this common language that articu- Spring, researcher for the Corporation for solving repertoires of their students. lates common sets of understandings and National and Community Service, presents associated practices. Shelley Billig and Wokie The increasing scope and scale of service- the first report using the new LASSIE data Weah document the result of nearly two learning is further suggested in the article by collection to document institutionalization decades of collective work of communities María Nieves Tapia on service-learning in among Learn and Serve America program around the country on earlier versions, Latin America. In addition to helping U.S. grantees over a three-year period. including a national review process involving readers know that service-learning is part of a reactor panels from across the country. worldwide movement, I believe readers will be inspired by this article’s compelling examples of service-learning and intrigued by the ways issues, such as mandatory vs. voluntary service, have been addressed in other countries. Growing to Greatness 2008 3

The article on Latin American service-learn- Thomas Leeper of NYLC reviews a sampling Key Assumptions and Principles for ing helps to give us the broad perspective of state-level policy initiatives and presents a the Growing to Greatness Initiative needed to examine policy as it relates to checklist that has been created through the service-learning in the United States. Policy collaborative efforts of the Education — a major structural shift in human development Matters, the next section of Growing to Commission of the States and the National has occurred and will continue, extending the Greatness, is devoted to policy and why policy Youth Leadership Council. This checklist period between childhood dependency and full adult responsibility. matters. Stina Kielsmeier recounts NYLC’s can be used to assess the state of policy in a 25-year history of policy work on service- given state and provides an outline of where — transition into adulthood has become particu- learning. An article by Jon Schroeder, one there is room for service-learning policy larly problematic for young people and their communities, as reflected in extensive measure- of the authors of the 1993 legislation that growth for the future. ment surveys. created the Corporation for National and And finally, Nathan Schultz of NYLC intro- — nearly all systematic collection of information Community Service, discusses the relevance duces our updated profiles of service-learn- on adolescents measures their deficits, not their of service-learning to policy discussions ing for 23 states and the District of Colum- positive participation in society. involving questions of current concern such bia. These profiles illustrate some of the — Most resources directed at this age group as school autonomy, student assessment, ways policies have shaped and inspired support traditional education, employment, and and teacher quality. entertainment — with mixed results. service-learning practice at state, district, Peter Levine, of the Center for Information and program levels. — emerging approaches that authentically engage young people as citizens contributing to communi- and Research on Civic Learning and Growing to Greatness is documenting a grow- ties — especially when linked with well-designed Engagement, suggests the kinds of research ing, evolving, vital movement. At its heart learning and youth development content — are a that will be most useful to policy-makers. He credible structural response to issues of remain a set of core presuppositions that reminds us that research, while important, is adolescent dissonance and community decline. have guided us from the outset and that not the ultimate goal. The goal is the — the Growing to Greatness project is a systematic motivate our continuing inquiry. creation of caring, capable, and civically strategy for measuring engagement of young people in service-learning and youth develop- engaged young people who will strengthen ment programs and defining the passage to and renew democracy. adulthood as a period of engaged citizenship and active learning.

James C. Kielsmeier, Ph.D. President and CEO National Youth Leadership Council 4 Chapter Title Goes Here

Service-Learning and the Five Promises

Alma Powell Dr. Angela Diaz, Director of the Mount Sinai Adolescent Health Center America’s Promise Alliance in New York, tells of a somewhat humbling experience that helps keep our work in perspec- Marguerite Kondracke America’s Promise Alliance tive. Shortly after joining the board of the America’s Promise Alliance, Dr. Diaz was explaining to her mother that our work revolves around ensuring that young people experience a critical mass of five key developmental resources: caring adults, safe places, a healthy start, effective education, and opportunities to help others. Research, Dr. Diaz continued, demonstrates that Alma Powell is chair of the board of the America’s Promise Alliance. She also sits these five “Promises” — which align with the Search Institute’s “40 Developmental Assets®” on the boards of several educational, (Search Institute 2007) — correlate closely with success in both childhood and adult life. cultural, charitable and civic organizations, and chairs the advisory board for the Pew “You mean you all are just now figuring that a healthy start in order to thrive. Obviously, out?” her mother interjected. it’s crucial to receive an effective education Center for Civic Change. that builds marketable skills. Last, but far That remark serves as a reminder that recent Marguerite Kondracke is President and from least, most of us understand that research has not so much revealed a startling service-learning teaches us how to become CEO of the America’s Promise Alliance. new truth as validated and deepened our engaged, productive contributors to our Promoting the well-being of children has understanding of age-old wisdom. Of course communities. In fact, service has always been been a common theme of her 40-year children need caring adults in their lives as part of an informal American social compact; family members, teachers, coaches, and career, in which she has been both a public we share an obligation to give back, just as mentors. Of course they need safe places and servant and CEO of three companies. others have given for us.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 5

Building an Evidence-Based Case educational outcomes. That ability is of vital Growing to Greatness is the only annual forum importance as we build broad, cross-sector for compiling and disseminating research on support for our Alliance’s top priority of the value of service-learning and the impact raising high school graduation rates. of successful implementation strategies. For Among business and community leaders, that reason, the National Youth Leadership funders, and policy-makers alike, there is a Council performs a vital role as a convener growing awareness that our nation faces a and champion of collaboration. For those of dropout crisis. Today, nearly one in three Yet research has done much more than us seeking to improve the well-being of students fails to complete high school. merely reconfirm what our parents and America’s young people, studies such as Among African American and Hispanic grandparents already knew. Rather, a growing NYLC’s own “National Survey on Service- youth, the dropout rate is closer to 50 body of research is revealing, in highly Learning and Transitioning to Adulthood” percent (Silent Epidemic 2007). The human specific ways, how service-learning in child- are invaluable in building an evidence-based and social costs of this “silent epidemic” are hood is a critical building block for success in case for service-learning to policy-makers, staggering. Dropouts are twice as likely as youth and adulthood. With increasing funders and potential partners (Markow et high school graduates to live in poverty. They confidence, we can demonstrate quantita- al. 2006; Martin et al. 2006). are three times more likely to be unem- tively what traditionally was understood Thanks to the kinds of research published in ployed. They are eight times more likely to intuitively or anecdotally. Moreover, research- Growing to Greatness, for example, we can wind up in prison. Four in ten will depend based evaluations of specific learning pro- demonstrate empirically how service-learning on some form of government assistance grams increasingly reveal best practices that links to the rest of the Five Promises. In (Silent Epidemic 2007). In a globally-interde- make for effective efforts. More and more, particular, G2G helps us show that well- pendent world, the dropout crisis also has we can pinpoint what works. And the ability designed service-learning programs improve profound implications for America’s eco- to demonstrate the importance of service- nomic competitiveness. It is equally obvious learning has been vital to our efforts to build a coordinated national movement to improve the well-being of our young people. Growing to Greatness is the only annual forum for compiling and disseminating research on the value of service-learning and the impact of successful implementation strategies. 6 Service-Learning and the Five Promises

Organizations are coming to recognize service-learning as fully one-third lack adult role models who volunteer and help others. A separate study more than a laudable activity. It is a vital activity for the positive by the Corporation for National and Com- development of our young people. munity Service found teens are three times as likely to volunteer regularly if a parent sets the example (CNCS 2005). Other that reversing this tide will have profoundly move out of traditional silos and channeling research showed just 13.2 percent of 12th positive effects upon our communities, in the power of our partners into coordinated grade students and barely 9 percent of 8th ways ranging from reduced crime and action, we can accomplish much more grade students volunteer at least once a criminal justice costs to higher tax revenues together than any of us can achieve alone. month (America’s Promise 2006, 38-39). resulting from higher incomes and Clearly, America’s children need more increased consumption. Moving Toward Action well-conceived opportunities to reap the The growing body of research collected in benefits of helping others. Along with a growing sense of urgency, the recent years in Growing to Greatness has helped America’s Promise Alliance and others have us make an increasingly compelling case for A Coordinated Approach worked to create growing awareness that the action. More organizations are coming to For all these reasons, a growing coalition of solution lies not merely in “better” schools recognize service-learning as more than a partners and practitioners is embracing but in a holistic approach that necessarily laudable activity. It is a vital activity for the service-learning as a key element in a coordi- involves all sectors of our society. Over the positive development of our young people. It nated approach to halting the epidemic of past decade, America’s Promise has grown to offers demonstrable benefits going far beyond high school dropouts and improving a become the nation’s largest cross-sector those recipients of service projects. It engages number of other indicators of youth well- alliance focused on the well-being of young more adults as crucial role models and being. Last year, nearly 100 Alliance partners people. We bring together more than 160 mentors, providing a gateway to other devel- — ranging from the United Way and the U.S. national partners representing business, opmental resources. It can help change the Chamber of Commerce to the Boys & Girls nonprofit organizations, foundations, odds for children who are now most at risk. Clubs of America and Communities In educators, policy-makers, community leaders, Schools — met to select national strategies and the faith community. Our policy affiliate, Our own research, summarized in the 2006 we would pursue collaboratively over the First Focus, has become a forceful advocate report Every Child, Every Promise, shows only next five years. Our top priority is to see that for children and families in Washington and 55 percent of 6-17 year-olds engage in any more kids graduate high school ready for at the state level. By helping organizations volunteer activities during a given year, and college and work. Our overarching goal is to Growing to Greatness 2008 7

reach at least 15 million disadvantaged young and failure leading 3,000 young people to REFERENCES people with more of the Five Promises. Every drop out of school each day. They recognize America’s Promise Alliance. (2006). Every Child, Every Promise: Child, Every Promise revealed that less than most of those who leave say they became Turning Failure into Action. Washington, DC: America’s Promise Alliance. one-third of our young people have enough increasingly disengaged from school during Corporation for National and Community Service. Building Active of these resources to be confident of success, grades 6-8 (Silent Epidemic 2007), and that Citizens: The Role of Social Institutions in Teen Volunteering. while more than 20 percent are experiencing most of all, our partners have come to Brief 1 in the Youth Helping America series. Washington, DC. November 2005. Available at http://www.nationalservice.gov/ only one or zero Promises and are headed recognize service-learning helps young about/role_impact/performance_research.asp. for failure (America’s Promise 2006, 24). people connect with their world and achieve Markow, D., Martin, S., Comey, G., Zwanziger, E., and Kim, A. (2006). in school during a pivotal time in their lives. The National Survey on Service-Learning and Transitioning to One of the three strategies our partners Adulthood. New York: Harris Interactive. chose centers around engaging the 11.7 We believe systematic emphasis on proven Martin, S., Neal, M., Kielsmeier, J.C., and Crossley, A. (2006). The Impact of Service-Learning on Transitions to Adulthood. Growing million middle school children in this service-learning practices — integrated to Greatness 2006. St. Paul: National Youth Leadership Council. country in meaningful opportunities for into the work of schools and community- Search Institute. (2007). The 40 Developmental Assets. Available at service-learning and career exploration. based organizations and coupled with www.search-institute.org/assets. Minneapolis: Search Institute. Following best practices validated by research mentoring by adults — will make a signifi- The Silent Epidemic. (2007). Available at www.silentepidemic.org/ epidemic/index.htm. Washington, DC: Silent Epidemic. and experience, they will work through cant impact. We expect to see them bear schools as well as state and local organiza- fruit in higher graduation rates and in tions to expand service-learning and career other indicators of youth well-being. But exploration opportunities for middle school what is most exciting is that this is only the youth. The other two strategies involve using leading edge of a movement promising to schools as hubs to coordinate and deliver a foster a new culture of service. variety of key services, and ensuring all As this movement takes root and grows, more children eligible for Medicaid or SCHIP are Americans are seeing evidence proving what enrolled. With the help of our partner so many of us have long taken as an article of networks, we are implementing all of these faith: that service is not just a virtue but a strategies nationwide. developmental necessity. And as more Our partners’ reason for including service- Americans turn the evidence found in learning was simple. They recognize that, for Growing to Greatness into action, this nation the sake of our children and for America’s will grow even greater year by year. future, we must reverse the tide of despair To learn more about America’s Promise Alliance, visit www.americaspomise.org. 8 Chapter Title Goes Here

K-12 Service-Learning Standards for Quality Practice

SHELLY H. BILLIG In Growing to Greatness 2007, we presented the history of the development of stan- RMC Research Corporation dards for service-learning and shared promising research-based practices to improve student WOKIE WEAH National Youth Leadership Council outcomes. For decades, the echoes of “quality matters” were evident in many evaluations and research studies. Without fidelity to quality, service-learning does not live up to its promise of positive outcomes; but with quality, significant impacts on participants have been found in the areas of academic performance, civic engagement and responsibility, personal and social Shelly H. Billig, Ph.D., is vice president of Denver’s RMC Research Corporation; Senior skills, career aspirations, reduction of risky behaviors, and more (Billig 2007; Weah 2007). K-12 Program Advisor for the National Over the years, quality has been defined in The Process Service-Learning Clearinghouse; and Principal various ways, but only recently has the The road to these standards and indicators Investigator for service-learning, character research base provided strong direction. In began in 1989, with a Wingspread Conference education, civic engagement, and educational last year’s volume, we presented the Prin- on the principles of practice for combining reform research and evaluation projects. ciples of Effective Practice. With this volume service and learning. Subsequent significant of Growing to Greatness, we celebrate the efforts included the ASLER standards in 1993 Wokie Weah, NYLC vice president, oversees collective work of many communities (Alliance for Service-Learning Education professional development, HIV/AIDS around the country in refining those Reform 1995) and the Essential Elements of prevention initiatives, and new service-learn- original principles and translating them into Service-Learning in 1998 (National Service- ing program development. A past UNICEF the new K-12 Service-Learning Standards for Learning Cooperative 1999). With new Project Officer for Education, she has written Quality Practice. research supporting the predictors of impact, and spoken on service-learning and diversity new principles of effective practice were throughout the United States and Africa. drafted last year (Billig 2007).

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 9

Service-Learning: A philosophy, pedagogy, and model for Implications for Key Audiences community development that is used as an instructional Practitioners strategy to meet learning goals and/or content standards. — provides a common set of well-defined expectations for high quality practice. — prompts in-depth discussions of practice to help educators reflect on and improve their practice. — provides framework for outside evaluation of practice (e.g. the Certificate of Excellent Practice). Since then, the research has been synthesized The reactor panels used the same standards- — provides professional development guidelines for and extended, and experts convened to draft setting process that has been used in many pre-service and in-service teachers and for new standards and indicators based on states to develop content standards in professional development of community members and community-based organizations. research and professional judgments. These reading/language arts, mathematics, and — provides guidelines for monitoring progress new standards and indicators then were science. Each of these panels considered the and sustaining continuous improvement. vetted through a series of “reactor panels” edits of previous panels, revising the stan- — provides consistent language to use made up of young people, teachers, school dards and indicators to ensure they included for discussing quality. and district administrators, community the strongest aspects of quality, and to make members, staff from community-based organi- them clear, measurable, and actionable. The Researchers — provides guidance for operationalizing practices zations, policy-makers, and others interested result of this convergence of research and and testing constructs that serve as moderators in service-learning. These gatherings, all of practice was the development of standards or predictors of impact. which followed the same format, were held and indicators of quality service-learning — promotes the formation of a common research across the country — from Washington DC to practice. In the end, the original eight agenda for improving impacts. Hawaii, from Maine and Minnesota to principles of effective practice and the — helps researchers engage in hypothesis testing and asking additional questions about practice Florida. The heartland held the most reactor original 75 indicators became the following to promote understanding. panels: two in Ohio, one in Michigan, one in eight standards and 35 indicators. While the — provides additional guidance for evaluations. Illinois, and one in Nebraska. In all, 21 panels journey was long, the results were a set of took place from July to January. Participation crystallized ideas set forth in simple, attain- Policy-makers ranged from as few as seven people to as able, and measurable forms. — provides guidance for policy creation at local and state levels. many as 250 in each panel. — provides criteria for evaluating funding proposals and programs — locally, and at the state and federal levels. — provides guidance for teacher licensure and recognition. — suggests consistent language for policy change and advocacy. 10 K-12 Service-Learning Standards for Quality Practice

K-12 Standards and Indicators for Quality Service-Learning Practice

Duration and Intensity Link to Curriculum Partnerships Meaningful Service

Service-learning has sufficient duration Service-learning is intentionally Service-learning partnerships are Service-learning actively engages and intensity to address community used as an instructional strategy collaborative, mutually beneficial, participants in meaningful and needs and meet specified outcomes. to meet learning goals and/or and address community needs. personally relevant service activities. content standards.

Indicators: Indicators: Indicators: Indicators: 1. service-learning experiences 1. service-learning has clearly 1. service-learning involves a variety 1. service-learning experiences are include the processes of articulated learning goals. of partners, including youth, appropriate to participant ages investigating community needs, 2. service-learning is aligned with educators, families, community and developmental abilities. preparing for service, action, the academic and/or program- members, community-based 2. service-learning addresses issues reflection, demonstration of matic curriculum. organizations, and/or businesses. that are personally relevant to the learning and impacts, and 3. service-learning helps partici- 2. service-learning partnerships are participants. celebration. pants learn how to transfer characterized by frequent and 3. service-learning provides 2. service-learning is conducted knowledge and skills from one regular communication to keep participants with interesting and during concentrated blocks of setting to another. all partners well-informed about engaging service activities. time across a period of several 4. service-learning that takes place activities and progress. 4. service-learning encourages weeks or months. in schools is formally recognized 3. service-learning partners participants to understand their 3. service-learning experiences in school board policies and collaborate to establish a shared service experiences in the context provide enough time to address student records. vision and set common goals to of the underlying societal issues identified community needs and address community needs. being addressed. achieve learning outcomes. 4. service-learning partners 5. service-learning leads to collaboratively develop and attainable and visible outcomes implement action plans to meet that are valued by those being specified goals. served. 5. service-learning partners share knowledge and understanding of school and community assets and needs, and view each other as valued resources.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 11

K-12 Standards and Indicators for Quality Service-Learning Practice

Youth Voice Diversity Reflection Progress Monitoring

Service-learning provides youth with a Service-learning promotes Service-learning incorporates multiple Service-learning engages participants in strong voice in planning, implementing, understanding of diversity and mutual challenging reflection activities that an ongoing process to assess the quality and evaluating service-learning respect among all participants. are ongoing and that prompt deep of implementation and progress toward experiences with guidance from adults. thinking and analysis about oneself meeting specified goals, and uses results and one’s relationship to society. for improvement and sustainability.

Indicators: Indicators: Indicators: Indicators: 1. service-learning engages youth in 1. service-learning helps partici- 1. service-learning reflection includes 1. service-learning participants generating ideas during the pants identify and analyze a variety of verbal, written, artistic, collect evidence of progress planning, implementation, and different points of view to gain and nonverbal activities to toward meeting specific service evaluation processes. understanding of multiple demonstrate understanding and goals and learning outcomes from 2. service-learning involves youth in perspectives. changes in participants’ knowledge, multiple sources throughout the the decision-making process 2. service-learning helps partici- skills, and/or attitudes. service-learning experience. throughout the service-learning pants develop interpersonal skills 2. service-learning reflection occurs 2. service-learning participants experiences. in conflict resolution and group before, during, and after the collect evidence of the quality of 3. service-learning involves youth decision-making. service experience. service-learning implementation and adults in creating an 3. service-learning helps partici- 3. service-learning reflection prompts from multiple sources throughout environment that supports trust pants actively seek to understand participants to think deeply about the service-learning experience. and open expression of ideas. and value the diverse back- complex community problems and 3. service-learning participants use 4. service-learning promotes grounds and perspectives of alternative solutions. evidence to improve service- acquisition of knowledge and those offering and receiving 4. service-learning reflection learning experiences. skills to enhance youth leader- service. encourages participants to 4. service-learning participants ship and decision-making. 4. service-learning encourages examine their preconceptions and communicate evidence of 5. service-learning involves youth in participants to recognize and assumptions in order to explore progress toward goals and evaluating the quality and overcome stereotypes. and understand their roles and outcomes with the broader effectiveness of the service-learn- responsibilities as citizens. community, including policy- ing experience. 5. service-learning reflection makers and education leaders, to encourages participants to examine deepen service-learning a variety of social and civic issues understanding and ensure that related to their service-learning high quality practices are experience so that participants sustained. understand connections to public policy and civic life.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org 12 K-12 Service-Learning Standards for Quality Practice

Next Steps Conclusion REFERENCES While the standards have been established, Practitioners have known that service-learn- This bibliography contains studies and research summaries that were analyzed to help develop the original draft of the standards important dissemination, implementation, ing has the potential to be a strong catalyst and indicators. and research steps lie ahead. Some next for change. Increasingly, research confirms Abravanel, S.A. (2003). Building Community through Service-Learn- steps include: that high quality service-learning experi- ing: The Role of the Community Partner. Denver, CO: Education Commission of the States. ences strengthen people, schools, and Workshops on standards and indicators Abt Associates and Brandeis University. (2003). Study of the communities (Billig 2004). at the annual National Service-Learning Community, Higher Education, and School Partnership (CHESP). Hadley, MA: Abt Associates and Brandeis University. Conference, and other professional These standards are offered with the hope Adey, P., Robertson, A., and Venville, G. (2002). Effects of a conferences that they will prove to be a significant tool in Cognitive Acceleration Programme on Year 1 Pupils. British achieving the larger goals of service-learning: Journal of Educational Psychology, 72, 1-25. A set of white papers that summarize the Alliance for Service-Learning in Education Reform. (1995). educational improvement, community research behind each of the standards Standards of Quality for School-Based and Community-Based development, and social change. Service-Learning. Alexandria, VA: Alliance for Service-Learning in Education Reform. New professional development offerings The reference edition of the K-12 Service-Learn- American Youth Policy Forum. (2002, April 19). The YouthBuild New self-assessment tools ing Standards for Quality Practice is available Welfare-to-Work Program: Its Outcomes and Policy Implications. Available at www.aypf.org/forumbriefs/2002/fb041902.htm. for free download at www.nylc.org/standards. In addition, researchers will need to test the Ammon, M.S., Furco, A., Chi, B., and Middaugh, E. (2002). Service-Learning in California: A Profile of the CalServe standards and indicators as predictors of Service-Learning Partnerships (1997-2000). Berkeley: outcomes, and the variations that appear to University of California, Service-Learning Research and Development Center. work best — for whom and under what Andersen, S. (1998, September). Ser vice Learning: A National conditions. Young people, educators, com- Strategy for Youth Development. Washington, DC: George munity partners, policy-makers, and research- Washington University. Available atwww.gwu.edu/~ccps/ pop_svc.html. ers all have vital roles in this next phase. Bailis, L.N. (2000). Taking Service-Learning to the Next Level: Emerging Lessons from the National Community Development Program. Springfield, VA: National Society for Experiential Education. Bailis, L.N., and Melchior, A. (2004). Promoting and Sustaining Civic Partnerships: A Conceptual History, Framework, and a Call to Action. Service-Learning Network, 10(1), 1-8. Banks, J. (1994). Diversity and Citizenship Education: Global Perspectives. San Francisco: Jossey Bass. Growing to Greatness 2008 13

Batenburg, M.P. (1995). Community Agency and School Collaboration: Bringle, R.G., and Hatcher, J.A. (1999, Summer). Reflection in Eyler, J., and Giles, D., (1997). The Importance of Program Quality Going In with Your Eyes Open. Palo Alto, CA: Service Learning Service-Learning: Making Meaning of Experience. Educational in Service-Learning. In A. Waterman (Ed.), Service-Learning: 2000 Center. Horizons, 77, 179-185. Applications from the Research (pp. 57-76). Mahwah, NJ: Erlbaum. Bernhardt, V. (1998). Data Analysis for Comprehensive Schoolwide Camino, L., and Zeldin, S. (2002). From Periphery to Center: Improvement. Larchmont NY: Eye on Education. Pathways for Youth Civic Engagement in the Day-to-Day Life of Eyler, J., Giles, D., and Schmiede, A. (1996). A Practitioner’s Communities. Applied Developmental Science, 6(4), 213-220. Guide to Reflection in Service-Learning. Nashville, TN: Billig, S.H. (2000). 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Available at http://ucce.ucdavis.edu/ Integrated Curriculum. Alexandria, VA: Association for files/filelibrary/5433/8114.pdf. Bradley, L.R. (2003). Using Developmental and Learning Theory in Supervision and Curriculum Development. the Design and Evaluation of K-16 Service-Learning Programs. In Gulati-Partee, G., and Finger, W.R. (1996). Critical Issues in K-12 Eyler, J. and Giles, D. (1999). Where’s the Learning in Service- S.H. Billig and A.S. Waterman (Eds.), Studying Service-Learning: Service Learning: Case Studies and Reflections. Alexandria, VA: Learning? San Francisco: Jossey-Bass. Innovations in Education Research Methodology (pp. 47-72). National Society for Experiential Education. Mahwah, NJ: Erlbaum. 14 K-12 Service-Learning Standards for Quality Practice

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Alexandria, VA: Association for Supervision National Survey. Available at http://www.crito.uci.edu/tlc/ KIDS Consortium. (2001). KIDS as Planners: A Guide to Strengthen- and Curriculum Development. findings/conferences-pdf/autodesk.pdf. ing Students, Schools and Communities through Service-Learn- McCarthy, E. (2007). The Effectiveness of Service-Learning in RMC Research Corporation. (2003, March). Reflection: K-12 ing. Lewiston, ME: KIDS Consortium. After-School Programs. Growing to Greatness 2007. St. Paul, MN: Service-Learning. Scotts Valley, CA: National Service-Learning Kohn, A. (1993, September). Choices for Children: Why and How to National Youth Leadership Council. Clearinghouse. Let Students Decide. Phi Delta Kappan, 75(1), 8-20. Available at Mitra, D. (2004). The Significance of Students: Can Increasing Root, S., and Billig, S.H. (In press). Service-Learning as a Promising www.alfiekohn.org/teaching/cfc.htm. “Student Voice” in Schools Lead to Gains in Youth Development? 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Root, S., Northup, J., and Turnbull, J. (2007). Project Citizen Toole, J., and Toole, P. (1995). Reflection as a Tool for Turning Evaluation Report. Denver, CO: RMC Research Corporation. Service Experiences into Learning Experiences. In C. Kinsley and K. McPherson (Eds.), Enriching the Curriculum through Schunk, D., and Pajares, F. (2002). The Development of Academic Service-Learning. Alexandria, VA: Association for Supervision Self-Efficacy. In A. Wigfield and J. Eccles (Eds.), Development of Curriculum and Development. Achievement Motivation (pp. 16-32). San Diego: Academic Press. Vang, K. (2004-2005, Winter). Engaging the Voices from the Rim: Secada, W. (1989). Equity in Education. New York: Falmer Press. Refugees, Immigrants, Migrants, and Service-Learning in Urban Sellers, S.L., Roberts, J., Giovanetto, L., and Friedrich, K. (2005). Communities. The Generator, 21-23. Reaching All Students: A Resource for Teaching in Science, Wade, R.C. (1997). Community Service-Learning: A Guide to Engineering, Technology, & Mathematics. Madison: University of Including Service in the Public School Curriculum. Albany, NY: Wisconsin, Center for the Integration of Research, Teaching, and SUNY Press. Learning, Wisconsin Center for Education Research. Wang, M., and Stiles, B. (1976). An Investigation of Children’s Shannon, G.S., and Bylsma, P. (2003). Nine Characteristics of Concept of Self-Responsibility for their School Learning. High-Performing Schools. Olympia, WA: Office of the Superinten- American Educational Research Journal, 13, 159. dent of Public Instruction. Waterman, A. (1993). Conducting Research on Reflective Activities Shumer, R. (1997). Learning from Qualitative Research. In A.S. in Service-Learning. In H. Silcox (Ed.), A How-To Guide to Waterman (Ed.), Service-Learning: Applications from the Reflection: Adding Cognitive Learning to Community Service Research (pp. 25-38). Mahwah, NJ: Erlbaum. Programs (pp. 90-99). Philadelphia: Brighton Press. Simmons, V.C., and Toole, P. (2003, April). Service-Learning Weah, W., Simmons, V., and McClellan, M. (2000). Service-Learning Diversity/Equity Project Research Report Executive Summary. and Multicultural/ Multiethnic Perspectives: From Diversity to The Generator, 1-4. Available at http://www.nylc.org/objects/ Equity. Phi Delta Kappan, 81(9), 673-675. inaction/initiatives/DiveristyEquity/summer03articles/1EDEx Summary2003.pdf. Yates, M. (1995). Community Service and Identity Development in Adolescence. Dissertation. Washington, DC: Catholic University of Spring, K., Dietz, N., and Grimm, R. (2006, March). Educating for America. Active Citizenship: Service-Learning, School-Based Service and Youth Civic Engagement. Washington, DC: Corporation for Youth Service California. (2006). Seven Elements of High Quality National and Community Service. Service-Learning. Available at http://www.yscal.org/resources/ assets/HighQualitySL.doc. Spring, K., Dietz, N., and Grimm, R. (2006, March). Youth Helping America: Service-Learning, School-Based Service and Youth Zeldin, S. (2004). Youth as Agents of Adult and Community Civic Engagement. Washington, DC: Corporation for National Development: Mapping the Processes and Outcomes of Youth and Community Service. Engaged in Organizational Governance. Applied Developmental Science, 8(2), 75-90. Spring, K., Dietz, N. and Grimm, R. (2007). Leveling the Path to Participation: Volunteering and Civic Engagement among Youth Zeldin, S., McDaniel, A., Topitzes, D., and Calvert, M. (2000). Youth from Disadvantaged Circumstances. Washington, DC: Corporation in Decision-Making: A Study on the Impacts of Youth on Adults for National and Community Service. and Organizations. Madison: University of Wisconsin Extension, Innovation Center/Tides Center. Tennessee Department of Education. (2007). Success Skills through Service Learning: Standards for High School Courses, Grades 9-12. Available at http://www.state.tn.us/education/ci/ ciservicestandards/ciserviceframe.htm#Standard2. 16 Chapter Title Goes Here

Scope, Scale, and Impacts of Service-Learning The Challenges of Measurement

DANA MARKOW As a leader in the service-learning movement, the National Youth Leadership Harris Interactive Council has worked with its partners to build knowledge and awareness of service-learning Marybeth Neal National Youth Leadership Council and to extend its impact on young people and their communities. Through its Growing to Greatness: The State of Service-Learning Project, NYLC continues to explore data that suggests the scope, scale, and impacts of service-learning on national and state levels.

Dana Markow is vice-president of Youth and As part of efforts to address questions of tion Commission of the States), Stan Potts Education Research at Harris Interactive, scope, scale, and impacts, NYLC engaged a (University of Wisconsin), Cynthia Robins where she directs studies related to group of leaders in the service-learning and (Westat), Geri Romero-Roybal (Consultant for youth development fields in a strategy session NM Commission on Community Volunteer- children, teens, and young adults, as well as facilitated by Harris Interactive and utilizing ism), Rebecca Saito (University of Minnesota), parents and educators. She earned a Ph.D. Harris Interactive’s proprietary research tool, Kimberly Spring (Corporation for National in psychology from Harvard University and a the Advanced Strategy Lab®. Gary Homana and Community Service), Ellen Tenenbaum B.A. from the University of Pennsylvania. (University of Maryland), James Kielsmeier (Westat), Wendy Wintermute (New Mexico (NYLC), Peter Levine (CIRCLE), Suzanne Forum for Youth and Community), Jon Zaff Marybeth Neal, Ph.D. is an anthropologist Martin (Just Kid, Inc.), Marybeth Neal (America’s Promise) participated along with and the research director for the National (NYLC), Terry Pickeral (Education Commis- others who preferred to remain anonymous.1 Youth Leadership Council. She has used sion of the States), Jennifer Piscatelli (Educa- the research methods of anthropology to document best practices in service- 1 The session discussed in this report was preceded by an in-person Advanced Strategy Lab® in September 2007 and discussions throughout the fall. We thank Shelley Billig (RMC Research Corporation); Nelda Brown (National Service-Learning Partnership); Gary Homana and Britt Wilkenfeld (University of Maryland); Joseph Kahne (Mills College); Richard learning for over 14 years. Lerner (Tufts University); Alan Melchoir (Brandeis University); Kris Minor (America’s Promise Alliance); Gene Roehlkepartain (Search Institute); Fran Rudoff (Kids Consortium); Joselle Shea (National Crime Prevention Council); Kimberly Spring (Corporation for National and Community Service); and Ellen Tenenbaum (Westat). The diversity of perspectives they contributed greatly assisted in identifying key outcome measures of service-learning and framing the questions explored in the November ASL Online session.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 17

Method The ASL platform utilizes a variety of power- Harris Interactive conducted an Advanced ful and flexible questions and methods: Strategy Lab® Online session on November Open brainstorming questions are posed 13, 2007. Doug Griffen, director of strategy and sent simultaneously to all participant and facilitation at the Advanced Strategy screens. Each participant can provide Center, facilitated the two-hour session. multiple anonymous responses. All Participants were individuals identified by participants see the full set of responses as NYLC as leaders in the service-learning and they occur, establishing a highly interac- The goals of the session were as follows: youth development fields and represented a tive and innovative environment of focus, variety of non-profit organizations, research energy, and in-depth response. To better understand the aspects of companies, and universities. A total of 17 service-learning and healthy youth individuals, all of whom were recruited by While the brainstorming is occurring, development activities that motivate and NYLC, participated in the session, including Harris ASL team members create a interest service-learning leaders two staff members from NYLC. Monetary summary by categorizing key themes within the data. These summaries can then be To identify and prioritize measures of incentives were not offered. reviewed, discussed, and added to by the service-learning and positive youth The Harris Interactive Advanced Strategy Lab participants during open discussion. development efforts that best capture the combines interactive technology with expert scope, scale, and impacts of such efforts facilitation to engage participants on critical Once the set of themes has been categorized, they can be immediately assessed To identify sources of information for issues. It allows for fast and open electronic via a variety of voting methods (a 1-10 current and future measurement brainstorming where all participants provide their experiences, views, and insights in a fair assessment of their impact/value, a rank To identify key stakeholder audiences and confidential manner. Participants see the order vote, a criteria analysis, or a interested in data demonstrating the responses offered by others, but do not know selection of the most important ideas). success of service-learning the identity of the authors. The facilitators, Voting results are instantaneous and create a real-time picture of participants’ To gauge interest in continued collabora- working in real time, identify key themes in reactions and input. tion around measuring the success of the brainstorming and have participants service-learning and positive youth prioritize and assess these themes and their Mini-surveys assess key issues where a mix development activities impact. This enables participants, while still in of question types can be posed and results session together, to add additional experi- displayed in real time. To provide information to help shape the ences and insights to the rich set of data and research agenda for Growing to Greatness immediate assessments. 18 Scope, Scale, and Impact of Service-Learning: The Challenges of Measurement

Advanced Strategy Labs have been con- Major Findings The next most common area mentioned was ducted in a variety of corporate and not-for- the educational aspect of service-learning. Personal and Professional profit settings, mainly as a research tool Participants mentioned ways in which Interests in Service-Learning assisting groups in reaching consensus on service-learning benefits students by engag- tough issues or setting direction for a The participants’ personal and professional ing young people in active learning, provid- particular issues management campaign. interests in service-learning cover a variety of ing a rich learning environment, and poten- Not-for-profits supplement their strategic areas, including civic engagement, commu- tially providing better results than traditional planning process with data collection using nity connections, educational issues, and teaching — particularly with young people ASLs, because the results provide both policy or programmatic issues related to who “may otherwise be bored with school.” directional data and context for the data. service-learning. Participants are interested Participants are also interested in how Harris Interactive recently used ASL technol- in the intersection between these areas and service-learning develops life-long skills such ogy with Edison Schools’ teachers and service-learning’s benefits to young people, as critical thinking, collaboration, and administrators from three incubator loca- to teachers and schools, and to the commu- creativity. Participants saw engagement of tions as the school system began rolling out nity as a whole. As might be expected from a teachers as a conduit for school reform. new initiatives. ASLs typically follow a format group of service-learning leaders, the list of Participants also expressed interest in that asks questions — and then categorizes interests generated during the session was intersections between service-learning and the answers — regarding each participant’s long and diverse. Topping participants’ lists community. Participants would like to better emotional, rational, and perceptual context was the issue of civic engagement, particu- understand the connection between school for a given issue or answer. larly regarding youth civic involvement: and community, and emphasize “the richness “Preparing youth for civic engagement” of grassroots participation”:

“Getting students engaged in their schools and “I see service-learning as a very rich and positive communities” strategy for accomplishing a whole variety of “Builds civic and social responsibility” important ends that our world needs. These include creating the conditions for people to “Relationship to the transition to full adult connect across their differences, building commu- responsibility” nity and enhanced understandings and skills …” Growing to Greatness 2008 19

Finally, participants also have an interest in Current Research “Youth contribution to a community that includes exploring more policy or programmatic Nearly three-quarters (12) of the partici- a didactic component.” issues related to service-learning. This pants engage in research that includes a “Community service-learning involves individu- includes increasing the scope and reach of definition of service-learning. Their defini- als in organized community service that addresses service-learning — internationally, to non- tions focus on service, reflection, and local issues, while developing academic skills, formal/non-school areas, and in urban hands-on learning. Some definitions empha- sense of civic responsibility, and commitment to community-based organizations. size process (e.g. how service-learning is the community.” implemented) and others emphasize Research Interests in Service-Learning outcomes (e.g. the benefit to the commu- “Service-learning is a teaching and learning Participants’ interests in directions for nity or the student): methodology that combines service and learning service-learning research are also diverse. in ways that benefit both the student and the “… curriculum-based community service done Their interests center on increasing the levels community.” and depth of practice; understanding the through the schools that integrates classroom effectiveness of service-learning methods as instruction with community service activities. The “Community service with a component of reflection.” service must: be organized in relation to an compared to other teaching methods; and, “… either using the Learn and Serve statutory academic course or curriculum; have clearly stated of particular importance, identifying and definition of service-learning (for teachers and learning objectives; address real community needs quantifying the benefits of service-learning. administrators), or through a multi-step process in a sustained manner over a period of time; and In this area participants are interested in (for participants) that asks about a number of assist students in drawing lessons from the service measuring the overall impact of service-learn- aspects of service-learning (e.g. community service through regularly scheduled, organized reflection or ing on young people and on particular types as part of a class, reflection, planning) of students; identifying long-lasting and critical analysis activities, such as discussions, short-term benefits; identifying best practices presentations, or directed writing.” “If we’re looking at school-based service-learning then we ask about that, if community-based or based on the audience, context, and avail- “A combination of community service with driven then we use a much broader definition.” able resources; and examining the factors learning and reflection on the same topic.” and conditions that contribute to effective “Considered broadly, as a teaching methodology “The combination of a learning activity with a service-learning experiences. that integrates academic study with real commu- service component that puts learning into action nity needs to enhance student learning, and civic — regardless of program context (school, non- and social responsibility.” school) and regardless of explicit connection to a curriculum or set content.” “Service-learning is a teaching and learning strategy where students apply what they’ve learned “Hands-on learning with a giving dimension.” in educational settings to identify and address community needs.” 20 Scope, Scale, and Impact of Service-Learning: The Challenges of Measurement

Figure 1 Measures of Service-Learning

Mean Rating Potential Service-Learning Measures Mean Rating Potential Service-Learning Measures

Importance to Importance to Importance to Importance to 1=not at all important/10=extremely important 1=not at all important/10=extremely important Participants Work Policy-makers Participants Work Policy-makers

Direct impact of service-learning 8.3 8.4 6.7 7.4 Understanding of diversity in affecting intended outcomes Level of engagement among students Policy change around incentivizing 8.0 8.4 6.7 6.9 and community service-learning activities

7.9 8.5 Civic outcomes 6.7 6.8 Adults’ respect for kids’ opinions

7.9 7.9 Youth taking active leadership role in the community 6.7 6.5 Instilment of vision for the future

7.4 8.2 Impact on communities 6.6 6.8 Depth of knowledge of material

7.4 7.8 Leadership skills 6.5 8.8 Academic achievement (test scores)

7.3 7.6 Expected political participation (voting) 6.3 6.1 Students helping each other

7.3 7.3 Teamwork skills 6.0 8.1 Improvement in job skills

7.2 8.3 Civic involvement 6.0 6.9 Enriched oral and communication skills

7.1 7.3 Positive relationships with adults 6.0 6.4 Application of learning in social situations to academics

7.1 6.6 Number of participants 5.7 6.2 Improvement of family relationships

6.9 8.6 Students’ motivation to learn 5.5 7.2 Dollars leveraged/ saved

6.9 7.1 Level of involvement from the community 5.4 7.4 Impact on teachers (retention, quality, satisfaction, etc.)

6.8 6.5 Youth self-confidence/personal pride 5.1 6.2 Number and type of education partnerships developed

6.7 8.2 School attendance 5.1 4.5 Level of spiritual commitment and identity

Parents/families requests for service-learning 6.7 7.9 Long-term importance of education to students 4.9 6.4 opportunities

6.7 7.4 Positive perceptions of young people 6.65 7.29 Overall Average Importance Rating Growing to Greatness 2008 21

While 12 participants indicated their Of most importance to the participants is Of most importance research includes a definition of service- measuring the direct impact of service-learn- learning, only eight participants include ing in affecting intended outcomes. Using a to the participants is measures of service-learning quality. For 10-point scale, where a “10” indicates measuring the direct those who do, the quality attributes measured “extremely important” and a “1” indicates impact of service- center around the essential elements of “not at all important,” participants rated the service-learning, most commonly: reflection, measurement of the direct impact of service- learning in affecting partnership with community, and curriculum learning in affecting intended outcomes as intended outcomes. integration. Duration of service is another 8.3 in terms of its importance to their own frequently-measured attribute. work. This measure is, in itself, an over-arch- ing or “meta-measure” that emphasizes the Measures of Service-Learning overall consensus of what constitutes valuable and Youth Development research — meaning that it contributes to Participants were asked to evaluate a list of the understanding and documentation of the 33 potential service-learning measures. The benefits resulting from service-learning. list included measures identified in a Standards for service-learning practices previous ASL session with service-learning leading to the greatest positive outcomes for leaders and augmented with measures young people, based on the best research identified by the current ASL’s participants. available, appear on pages 10-11. According Participants assessed each potential measure to participants, the next most important according to the importance to their own measures are level of engagement among work and the importance in terms of students and community (8.0), civic out- “making the case” for service-learning to comes (7.9), and youth taking active leader- policy-maker and education stakeholders. In ship role in the community (7.9). In contrast, addition, participants discussed sources of other measures are of considerably less data, or the lack of data, for the measures. importance to leaders’ own work, including number and type of education partnerships developed (5.1), level of spiritual commitment and identity (5.1), and parents/families requests for service-learning opportunities (4.9). (See Figure 1.) 22 Scope, Scale, and Impact of Service-Learning: The Challenges of Measurement

Figure 2 Importance of Measures to Participants vs. Stakeholder Audiences

Quadrant I Quadrant II Quadrant III Quadrant IV

Greater Importance to Participants’ Lesser Importance to Participants’ Lesser Importance to Participants’ Greater Importance to Participants’ Work and Greater Importance to Work and Greater Importance Work and Lesser Importance Work and Lesser Importance Stakeholder Audiences to Stakeholder Audiences to Stakeholder Audiences to Stakeholder Audiences

— direct impact of service-learning in — academic achievement (test scores) — depth of knowledge of material — number of participants affecting outcomes — improvement in job skills — students helping each other — level of involvement from the — level of engagement among — impact on teachers (retention, — enriched oral and communication community students and community quality, satisfaction, etc.) skills — Youth self-confidence/personal — civic outcomes — application of learning in social pride — Youth taking active leadership role situations to academics — policy change around incentivizing in the community — improvement of family relationships service-learning activities — impact on communities — dollars leveraged/ saved — adults’ respect for kids’ opinions — leadership skills — number and type of education — instilment of vision for the future — expected political participation partnerships developed (voting) — level of spiritual commitment and — teamwork skills identity — civic involvement — parents/families requests for — positive relationships with adults service-learning opportunities — students’ motivation to learn — school attendance — long-term importance of education to students — positive perceptions of young people — understanding of diversity Growing to Greatness 2008 23

Participants also indicated the measures well as other, service-learning attributes. The Future Collaboration important to their work are not always the sources identified are not exhaustive, but Participants expressed support for and measures they perceive as most important represent their best thinking during the interest in future collaboration efforts when persuading key stakeholders of the two-hour Advanced Strategy Lab® session. among service-learning and youth develop- value of service-learning. Charting the The identified sources can be categorized ment leaders in efforts to better measure importance of each of these measures to broadly into two types: service-learning on a large scale. They service-learning leaders against the impor- believe such collaboration could benefit 1. Data sets available for possible secondary tance to policy-makers and education their own work by developing consensus analyses — longitudinal or cross-sectional stakeholders provides a clearer picture of around a common set of measures, improv- these differences. (See Figure 2.) 2. Validated instruments for gathering the ing the system of measurement, creating required measurements professional learning communities, and Quadrant I reveals the measures participants broadening the knowledge base. The consider of greater importance to their own Figure 3 lists potential available sources of challenges to such collaboration efforts are work and to persuading key stakeholder information for the 15 service-learning identified as limited resources, lack of a audiences of the value of service-learning. attributes of highest priority. Participants common national vision of the most useful This analysis suggests the development of provided at least some information on 10 of data, inclusion of a broad group of contribu- these measures deserves higher priority than these most critical attributes; however, data tors, narrow definitions of service-learning, other measures in the list. In contrast, sets or instruments were not identified for and unwillingness to set aside individual Quadrant III indicates measures considered five of the attributes of service-learning parochial views. Despite these challenges, a less important to service-learning leaders as deemed most important to measure. This majority of participants indicated they would well as policy-makers, and therefore requir- gap is similar among the remaining, lower- be extremely or very likely to contribute ing the lowest priority for attention. priority service-learning attributes. In articles to collective publications, share new addition, potential sources of information As indicated in Figure 2, participants identi- insights about other programs and measures, were questioned by participants as to their fied 15 potential service-learning attributes and contribute data on an annual basis. direct applicability or validity. These ques- whose measurement is of highest importance tions illustrate the value of entering into to both the work of service-learning profes- discussions concerning the best use of sionals as well as key stakeholder audiences. available data and instruments for under- Participants discussed the current state of standing the scope, scale, and impacts of available sources of information for these, as service-learning. 24 Scope, Scale, and Impact of Service-Learning: The Challenges of Measurement

Figure 3 Data sources and instruments identified at Advanced Strategy Lab®

Level of engagement among students and community Leadership skills Data set: “National Survey on Service-Learning and Transitioning to Adulthood.” Data set: “National Survey on Service-Learning and Transitioning to Adulthood.” Available at www.nylc.org/transitioning. Available at www.nylc.org/transitioning. Instrument: “The Youth Program Quality Assessment.” Available at etools.highscope.org/pdf/YouthPQA.pdf. Expected political participation (voting) Data set: “National Survey on Service-Learning and Transitioning to Adulthood.” Civic outcomes Available at www.nylc.org/transitioning. Data sets: “IEA Civic Education Study.” Available at nces.ed.gov/surveys/cived/. Teamwork skills “Michigan Study of Adolescent and Adult Life Transitions” (MSALT). Data set: “Every Child, Every Promise.” Available at www.rcgd.isr.umich.edu/msalt/home.htm. Available at www.americaspromise.org/APAPage.aspx?id=6584. “National Education Longitudinal Study of 1988” (NELS: 88). Available at nces.ed.gov/surveys/nels88/. Positive relationships with adults “National Longitudinal Survey of Youth” (NLSY). Data sets: Available at www.bls.gov/nls/. “Community Programs to Promote Youth Development.” “The National Longitudinal Study of Adolescent Health” (Add Health). Available at www.iom.edu/CMS/12552/19883/24200.aspx. Available at www.nichd.nih.gov/health/topics/add_health_study.cfm. “National Education Longitudinal Study of 1988” (NELS: 88). “Monitoring the Future.” Available at nces.ed.gov/surveys/nels88/. Available at www.monitoringthefuture.org. “National Longitudinal Survey of Youth” (NLSY). Instruments: Available at www.bls.gov/nls/. “Best Practices in Civic Education.” “National Survey on Service-Learning and Transitioning to Adulthood.” Available at www.civicyouth.org/?page_id=152. Available at www.nylc.org/transitioning. “Three Core Measures of Community-Based Civic Engagement.” Available at www.childtrends.org/Files/KeeterJenkinZukinAndolinaPaper.pdf. School attendance Instrument: School attendance records. Youth taking active leadership role in the community Data set: “National Survey on Service-Learning and Transitioning to Adulthood.” Available at www.nylc.org/transitioning. ASL participants identified the above data sets available for possible secondary analyses and instruments useful in researching measures shown in Quadrant 1 Impact on communities of Figure 2. Participants identified sources for only 10 of the 15 measures in Data set: “Sustaining Service-learning in Wisconsin, What Principals, the time allotted for this exercise. Thus, this figure is useful for identifying both Teachers and Students Say About Service-learning.” existing research as well as possible gaps that should be filled. A complete Available at dpi.wi.gov/fscp/pdf/slsustain.pdf. listing of suggested data sets and instruments for Quadrants 1-4 of Figure 2 Instrument: “A Framework for Future Research: The Community Impacts of can be found at www.nylc.org/asl. Service-Learning.” Available at www.nylc.org/rc_downloaddetail.cfm?emoid=14:644. Growing to Greatness 2008 25

Summary and Recommendations ing level of engagement, civic outcomes, and Encourage researchers to use definitions Convening a group of leaders in the service- positive relationships with adults. In addition, of service-learning that include measure- learning and youth development community measures such as school attendance are easily ments of the attributes of quality service- provided important information and guid- defined and efforts should be made to gather learning. the appropriate data. However, one-third of ance for the future development of this field This last point also addresses the need for the service-learning attributes may have no overall and, specifically, investigations into the effective communication across the service- known data sets or validated instruments. scope, scale, and impacts of service-learning learning community. and related activities. Participants expressed a These areas require further efforts to identify strong support and desire for valid, reliable whether any such resources exist. If not, The needs identified by the group are measurements of the impacts of service-learn- primary research is required to provide extensive and will require substantial ing. In addition to being important to the necessary supporting data. resources. However, these service-learning leaders believe future collaboration among leaders themselves, participants believe The results of the strategy session recom- service-learning and youth development lead- identifying and quantifying the benefits of mend identifying and creating research ers will help meet these needs. And, the service-learning is an important component of speaking directly to outcomes measurement. majority is willing to participate in such persuasive communication to policy-makers This includes: and educational stakeholders. The stakehold- efforts. Such collaboration would benefit the ers identified as benefiting the most from Encourage researchers from many fields development of service-learning measures, measurement information include leaders of to use service-learning as a prism for extend the knowledge base, and ultimately, non-profits and foundations (particularly research, discovering how service-learning help to “make the case” for the value of those focused on education), education intersects with many critical outcomes service-learning to those best positioned to policy-makers at the state and other levels, important for healthy youth development, help broaden its reach. school district administrators, community community development, and founda- business leaders, and the media. tions of democracy.

While many measures of service-learning are Mine existing data sets, assessing their possible, the participants identified the utility in providing data related to service- measurement needs having the highest learning. priority, both for themselves and for influenc- Encourage collaboration so data sources ing stakeholders. This list of 15 service-learn- can be pooled to create a national picture ing measurements provides a direction for of the scope, scale and impacts of service- research efforts in the field. Next steps should learning. include mining the existing data sets regard- 26 Chapter Title Goes Here

Service-Learning Dissertations and Theses 2004-2006

LIBERTY SMITH While an analysis of recent dissertations and theses in service-learning may seem to fall National Service-Learning Clearinghouse beyond the scope of interest for a collection on the state of service-learning in primary and HEATHER J. MARTIN National Service-Learning Clearinghouse secondary school, what happens in higher education classrooms often shapes the practice of service-learning in K-12 schools. Today’s undergraduate and graduate students are tomorrow’s practitioners and scholars who will refine the field of service-learning. In addition, the research conducted by graduate students mirrors the state of the service-learning community as a whole. Liberty Smith, Ph.D., is program manager of

Learn and Serve America’s National Service- Learn and Serve America’s National Service- and teaching in service-learning, and how Learning Clearinghouse. Her research and Learning Clearinghouse has compiled that influence could be harnessed to advance teaching areas include the information transfer dissertation abstracts of service-learning and both practice and scholarship. The study cycle in service-learning and other interdisciplin- related topics from the early 1970s through reports on findings from an analysis of the ary fields, the interaction between personal the present. These collections trace the most recent collection — abstracts from history of graduate research in service-learn- 2004-2006. relationships, artistic and intellectual collabora- ing and reflect the increasing prevalence of tions, and political engagement in U.S. and Latin service-learning in graduate research, with the Universities, Civic Engagement, American women’s and glbt culture. last six years bringing more total dissertations and Graduate Study than were written in the 20 preceding years. Heather Martin is the librarian of Learn and Serve Stanton and Wagner (2006) identify current renewed attention to the civic mission of America’s National Service-Learning Clearinghouse. The dissertation collections offer opportuni- universities with a “fourth wave” of higher Her research interests include bibliometrics and ties to reflect on the state of and trends in education civic engagement initiatives. This graduate level research on service-learning, content analysis, and the role service-learning movement goes beyond efforts to bring civic how these trends are influencing research plays in library and information science education. engagement to individual campus classrooms

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 27

students experience a lessening of commu- This is not to say that conversations on nity engagement as they transition from engaged scholarship and scholarship of undergraduate to graduate study (O’Meara engagement in graduate education are not 2007; Stanton and Wagner 2006). Since taking place. In an article that appeared in graduate teaching assistants are teaching 13.9 February 2007, KerryAnn O’Meara outlines percent of all liberal arts classes, and 19.8 the recent emphasis on civic engagement percent of introductory courses (USDE/ initiatives for graduate students. She points NCES 1999), the lack of involvement in and to a February 2006 University of Minnesota and moves toward a fully engaged university. support for service-learning means graduate forum and an April 2006 California Campus The impact of these efforts is a clear increase students who teach undergraduates are Compact Symposium, both on civic engage- in service-learning and civic engagement unlikely to use service-learning in their ment, as well as regional, university-specific, initiatives in institutions of higher education classrooms and are therefore unlikely to be and discipline-specific initiatives. prepared for service-learning instruction across the United States (O’Meara 2007). For Two larger collaborative initiatives started in after they graduate. example, Campus Compact, a national 2007 have also contributed to engaged service-learning organization for colleges and The lack of exposure to and support for scholarship and scholarship of engagement. universities founded in 1985, now boasts 1,045 service-learning in graduate school likewise With support of the W.K. Kellogg Founda- members (one-third of higher education diminishes the potential for graduate students tion, the National Service-Learning Partner- institutions) making an institutional commit- to pursue research on service-learning. This ship at the Academy for Educational Devel- ment to civic engagement. Service-learning is results in future scholars who have less opment and the National Youth Leadership no small part of this work. The 2006 Campus experience with the positive impact of service- Council created the Service-Learning Compact Membership Survey showed 91 learning and it reduces their scholarly contri- Emerging Leaders Initiative to provide percent of respondents reported their bution to service-learning’s research base. support to 22 young service-learning profes- campuses offered courses that incorporated sionals. In addition, the Service-Learning service-learning (Campus Compact 2007).

Even with this encouraging picture of higher education’s increasing civic engagement and service-learning, there still tends to be These collections trace the history of graduate research in service- relatively little focus on the civic engagement learning, with the last six years bringing more total dissertations of graduate students. Since efforts typically than were written in the 20 preceding years. focus on the engagement of institutions or of undergraduate students or faculty, many 28 Service-Learning Dissertations and Theses, 2004-2006

Emerging Scholars initiative — created by (Howard 2003; Bailis and Melchior 2003). Figure 1 CIRCLE, Brandeis University, and the However, the conditions under which Areas of Academic Study University of California, Berkeley — is research takes place and the limits of particu- convening groups of new and established lar studies often interfere with generalizablity % Areas of Study researchers with goals of providing newer (Howard 2003). researchers with support and improving the Education 75 While it is possible to extrapolate some quality of service-learning research overall. information about the state of service-learn- Education 81 Recent conferences, including the 2007 ing experiences in graduate education from International Association for Research on Leadership 12 the dissertations and theses considered here, Service-Learning and Community Engage- the data provide the most compelling Administration 4 ment and the Western Regional Campus information about the state of graduate Compact Continuums of Service confer- Counseling 3 research and, to a lesser extent, graduate ences, have included several sessions on teaching. By increasing the knowledge base Sciences 7 topics of engaged scholarship and the on the state of graduate research on service- scholarship of engagement. Social Science 6 learning, it is hoped this study will contribute As attention to graduate education in both to efforts to grow service-learning in Unknown 5 service-learning has increased, there has graduate school and to set the research Humanities 4 been a call for improving the quality of agenda for the field as a whole. service-learning scholarship generally — Interdisciplinary 3 both in quantitative and qualitative research Findings Fine Arts 0 (Bringle and Hatcher 2000; Howard, Dissertation and thesis abstracts considered Gelmon, and Giles 2000; Shumer 2000). For for this study were gathered by searching the the most part, these have been calls for UMI ProQuest Digital Dissertation Abstracts research studies, not simply program evalua- database for dissertations and theses address- tions or anecdotal descriptions (Billig 2000; ing service-learning and related topics Billig 2003; Eyler, Giles, and Gray 2000). produced from 2004-2006. Search terms used Many researchers are looking for “quantita- were: “service-learning,” “community-based tive research from which casual inferences learning,” “community engagement,” “civic about meaningfully measured outcomes can engagement,” “community partnerships,” be made” (Bringle and Hatcher 2000, 74). In and “service.” Because the last four terms do addition to causal inferences, there is great not include the element of pedagogically- interest in work that can be generalized based service inherent in the first two search Growing to Greatness 2008 29

terms, they were combined with the search the collection each. Because the distribution Figure 2 terms “education,” “teaching,” and “peda- was fairly even, with the rest of the states each Number of Dissertations by Academic Department gogy.” After removing duplicates, these representing 1-5 percent of the collection, searches returned a total of 246 dissertation this does not seem particularly meaningful. Social Sciences Administration 2 and thesis abstracts. These 246 abstracts were then analyzed for relevance to service-learn- ACADEMIC DIVISIONS AND DEPARTMENTS Criminal Justice 1 ing and 112 were removed, resulting in a Of the 131 doctoral dissertations considered, Family & Consumer 1 collection of 144 dissertation and thesis 83 were submitted in Ph.D. programs, 47 in Sciences abstracts. Every effort was made to include all Ed.D. programs, and one in a D.Min. pro- Psychology 2 pertinent dissertations and theses, but it is gram. An exploration of the various academic Social Work 2 quite possible that there are additional areas of study in which the dissertations and studies that would warrant inclusion. theses were produced shows an overwhelming Education Education 88 majority came from the division of education, STATE REPRESENTATION with much smaller representation from the Counseling 3 The analyzed abstracts included 144 master’s humanities, social sciences, physical sciences, Higher Education 4 thesis (13) and doctoral dissertation (131) and interdisciplinary areas. Administration abstracts on service-learning and related Leadership 13 Given education’s prevalence in these topics. These dissertations and theses studies — 108 (75 percent) of the entire Physical Sciences Agriculture 2 emerged from 111 different institutions of collection — this analysis has separated it higher education and from 38 states, the Engineering 1 from the other social/applied sciences. District of Columbia, and five Canadian Education was further broken down into Environmental Studies 2 provinces. These institutions were public and subsets including departments of education, private, ranging from relatively small cam- Health Sciences 5 administration, counseling, and leadership. puses such as Drew University, with 2,500 (See Figure 1.) The 13 studies in leadership, Divinity/Theology 1 students, to large research institutions like Humanities representing 12 percent of education the University of Minnesota, with more than studies and 9 percent of the total collection, English 5 65,000 enrolled students. were the next largest producers of service- Fine Arts 0 While the data did not reflect any discernible learning dissertations. Cross-disciplinary Interdisciplinary 1 state-by-state pattern, Florida produced the Studies most dissertations, making up 7 percent of Urban Studies 4 the overall collection. Closely following were Massachusetts and Ohio, with 6 percent of Department not known 7 30 Service-Learning Dissertations and Theses, 2004-2006

Figure 3 These results show a strong preference for qualitative analysis. Service-Learning Sectors Within the quantitative research, few studies used experimentation, with a much greater emphasis on quasi-experimental studies or non-experimental analysis of existing conditions.

Physical sciences provided 7 percent of the RESEARCH METHODS total. Humanities and social/applied Dissertations and theses were analyzed for the science divisions were less represented, at 4 research methods used. (See Figures 4-6.) percent and 6 percent of the total collec- This determination was made by reading the tion, respectively. This collection included abstracts for explicit statements or implicit K-12 27% no studies from degree programs in the fine evidence about methodology. For example, service-learning arts. All other departments fell between 1-5 such evidence might have been the mention percent. (See Figure 2.) of interviews, indicating qualitative meth- Cross-Sector 2% ods, or pre- and post-tests indicating quanti- SECTORS tative research. In abstracts in which no Community-based Dissertations and theses were analyzed based conclusion could be reached, the full 6% organizations on the sector of service-learning studied. (See dissertation was consulted. Research was Figure 3.) Dissertations focusing on the considered to be qualitative, quantitative, or Higher Education 65% higher education sector made up 65 percent mixed-methods (employing both of the collection, with just under half that approaches). Dissertations utilizing a The collection included no works related to the tribal sector. amount (27 percent) addressing K-12 service- theoretical or historical approach or consist- learning. There is a much smaller representa- ing solely of a literature review were consid- tion of works on community-based organiza- ered separately from the other approaches. tions (6 percent) or those that are explicitly cross-sector (2 percent). The collection Qualitative and quantitative research meth- included no works related to the tribal sector. ods were further broken down by study design. Qualitative studies were classified as being interview-based or multi-modal, that is employing two or more qualitative Growing to Greatness 2008 31

approaches (e.g., interviews and participant Figure 4 Figure 5 Figure 6 observation). Quantitative studies were Research Methods Qualitative Methods Quantitative Methods classified as being experimental, quasi-experimental, or non-experimental. Experimental research was considered to be any study in which an intervention was deliberately introduced in order to observe its effects and in which a random process was used to select individuals or groups to a control or treat- ment group. Quasi-experimental studies were considered to be those with some experimental structural design such as control groups or pre- and post-testing, but in which conditions or treatments were not assigned randomly Qualitative 48% Interviews 40% Experimental 15% and instead may have been self-selected. Non-experimental quantitative studies were Quantitative 24% Multi-modal 54% Non-Experimental 38% considered to be those in which causation and variability were studied using quantitative Quasi- measures but without randomization or Mixed-methods Unknown 6% 44% 20% Experimental intervention from the researchers (Schutt 1999; Shadish, Cook, and Campbell 2002). Theory/History/ Unknown 3% Literature 6% A large majority of dissertations and theses employed qualitative methods (48 percent). Half that number (24 percent) used Unknown 2% quantitative methods. Mixed methods were used in 20 percent of studies. Dissertations and theses predominantly using theoretical analysis, historical review, or literature review accounted for 6 percent of the entire collection. 32 Service-Learning Dissertations and Theses, 2004-2006

These results show a strong preference for Figure 7 qualitative analysis. Within the quantitative Dissertation and Thesis Topics research, few studies used experimentation (15 percent), with a much greater emphasis Topical Content Frequency Topical Content Frequency on quasi-experimental studies (38 percent) or Service-Learning — Higher Ed 15 At-Risk Youth 2 non-experimental analysis of existing conditions (44 percent). (See Figures 4-6.) Civic Engagement 14 Civic Education 2 SUBJECT Multiculturalism 10 Literacy 2 For the purposes of analysis and indexing of Partnerships 10 Mediation/Conflict Resolution 2 the collection, a limited number of subject terms were selected from the current classifi- Impacts & Outcomes 9 Service-Learning — Community Based 2 cation system of Learn and Serve America’s

Service-Learning — K-12 9 Social Justice 2 National Service-Learning Clearinghouse library. These were then modified according Institutionalization 8 Special Education 2 to need and prevalence.

International 8 Youth Development 2 The dissertations in the collection were coded for topical content. In the 102 studies Pedagogy 8 Assessment/Evaluation 1 addressing more than one discipline, there Faith-based 5 Community Development 1 was a wide array of topics with no single predominant focal area. Column 1 in Figure Character Education 5 Disabilities 1 7 identifies the topics studied in these mixed-discipline studies. Column 2 lists the Service 5 ESL 1 frequency with which each topic was Intergenerational 4 Leadership Development 1 addressed.1 The most frequently studied areas were: service-learning in higher educa- Environment 3 Service-Learning — General 1 tion, civic engagement, multiculturalism, and Reflection 3 partnerships.

1 Dissertations and theses treating more than one subject area are reflected under multiple subject headings. Growing to Greatness 2008 33

Some dissertations and theses also reflected Figure 8 shows health sciences, teacher figure 8 service-learning experiences occurring across education, art, and composition/writing were Discipline-Applied Dissertations disciplines at the graduate level. There were the most researched disciplines in which 14 works, approximately 10 percent of the service-learning was applied and studied.2 Number of Disciplines entire collection, discussing graduate experi- Dissertations ences in service or service-learning in some Implications for Future Research respect. Approximately 6 percent of the While it would be a mistake to draw too many Art 5 collection reflected graduate students conclusions from this brief analysis of the Composition/Writing 5 explicitly using, or preparing to use, service- doctoral dissertation and master’s thesis learning pedagogies in their teaching, abstracts written between 2004 and 2006 that Computer Science 1 particularly at the K-12 level. treat service-learning, it is possible to make Counseling 1 some observations and articulate some needs DISCIPLINE-APPLIED SERVICE-LEARNING of the service-learning community based on Criminology 1 Not precisely a subject in its own right, these findings. If graduate student research is Engineering 1 discipline-applied service-learning emerged to be understood both as a research contri- as an area deserving analysis. Studies were bution in its own right and as an indicator of Environmental Studies 2 considered to be discipline-applied if they the teaching and research future service- Family & Consumer Sciences 1 emphasized an application for service-learn- learning scholars are prepared to conduct, it ing in a particular disciplinary area. Often, is worth thinking about how graduate Health Science 10 but not exclusively, these were presented in student research intersects (or fails to Music 1 the form of a case study. Twenty-nine percent intersect) with the service-learning research of dissertations (42) in the collection were agenda laid out by scholars over the last Physical Education 3 identified as discipline-applied. While the decade. Faculty and funders have the oppor- Science 1 majority of service-learning dissertations and tunity to influence the type of research theses were produced in education depart- conducted by graduate students that will Social Work 1 ments, studies of discipline-applied service- meet the research needs of the service-learn- Teacher Education 6 learning address a much broader range of ing community. academic areas. Theology 1

Urban Planning 1

2 Note: In addition to 22 dissertations and theses primarily treating the Women’s Studies 1 application of service-learning in a particular discipline, considered here are 20 additional dissertations and theses focusing on other subjects but through a specifically discipline-applied lens. 34 Service-Learning Dissertations and Theses, 2004-2006

Given the call within the field for more Also, it is important to consider what it It also seems worth considering why several quantitative and large-scale research, the means for the field as a whole that the areas that seem to be of special interest to strong preference among authors of these majority of studies are not only qualitative, the service-learning community at large studies for qualitative methods and small- but also are largely anecdotal — document- appear underrepresented in the dissertation scale studies may be considered dishearten- ing the practice of service-learning, but not collection. This void included studies of ing. However, given the fundamental disser- necessarily contributing to the production at-risk young people, literacy, and assess- tation objective of demonstrating a doctoral of service-learning theory or even the ment/evaluation in service-learning. It may student’s research skills in a contained and production of broadly applicable practice. be that this simply represents the reality of singular study, it seems unlikely that this Even if qualitative research remains the research — that is, research takes time — distribution across methods will change dominant paradigm, the field would gener- and studies in these areas of current special much over time. In other words, the scale of ally benefit from more rigorous methods interest will emerge as more popular disserta- a dissertation study does not often lend itself that better operationalize measures of tion and thesis topics in subsequent years. to large-scale experimental works. service-learning impact. There may also be a communication gap between the service-learning field as a whole This analysis demonstrates that even when While it is encouraging that so many educa- and the graduate students producing disser- quantitative research is performed, it rarely tion departments are embracing service- tations and theses. Whichever the case, as involves a truly experimental study design. learning enough to support graduate networks of communication within the field Given the value of determinable causality research on the topic, the distribution of develop between emerging and established associated with this type of research, more theses and dissertations across disciplines scholars and practitioners, the areas of quantitative and experimental studies are reflects a need for more support for service- perceived research need and areas of gradu- needed to accurately measure the impact of learning scholarship at the graduate level in ate research will more closely coincide. service-learning. Once again, as with quanti- other fields. One might wonder, moreover, tative research generally, for such an increase why it appears far easier to conduct graduate in these studies to take place, barriers of research in education on applications of scale, time, funding, and guidance would service-learning to a different disciplinary need to be removed. context, for example, health sciences, than it is to conduct such research from within the health sciences field. Growing to Greatness 2008 35

References O’Meara, K. (2007, February). Graduate Education and Civic Engagement. NERCHE Brief. Boston, MA: NERCHE. Bailis, L.N. and Melchior, A. (2003). Practical Issues in the Conduct Schutt, R.K. (1999). Investigating the Social World: the Process and of Large-Scale, Multisite Research and Evaluation. In S.H. Billig Practice of Research (2nd ed.). Thousand Oaks, CA: Pine Forge Press. and A.S. Waterman (Eds.), Studying Service-Learning: Innovations in Education Research Methodology. Mahwah, NJ: Shadish, W.R., Cook, T.D., and Campbell, D.T. (2002). Experimental Lawrence Erlbaum Associates. and Quasi-Experimental Designs for Generalized Causal Inference. Boston MA: Houghton Mifflin. Billig, S.H. (May 2000). Research on K-12 School-Based Service-Learning: The Evidence Builds. Phi Delta Kappan, Shumer, R., and Treacy, A. (1999). Recent Dissertations on Service 81(9), 658-664. and Service-Learning Topics. St. Paul, MN: National Service- Learning Clearinghouse. Available at http://www.servicelearning. Billig, S.H. (2003). Studying Service-Learning: Challenges and org/filemanager/download/165/dissertation_vol1.pdf. Solutions. In S.H. Billig and A.S. Waterman (Eds.), Studying Service-Learning: Innovations in Education Research Shumer, R. (2000, Fall). Science or Storytelling: How Should We Methodology. Mahwah, NJ: Lawrence Erlbaum Associates. Conduct and Report Service-Learning Research? Michigan Journal of Community Service-Learning, Special Issue, 76-83. Bringle, R.G., and Hatcher, J.A. (2000, Fall). Meaningful Measure- ment of Theory-Based Service-Learning Outcomes: Making the Shumer, R., and Treacy, A. (2001). Recent Dissertations on Service Case with Quantitative Research. Michigan Journal of Community and Service-Learning Topics, Volume II. St. Paul, MN: National Service-Learning, Special Issue, 68-75. Service-Learning Clearinghouse. Available at http://www. servicelearning.org/instant_info/online_documents/research/ Campus Compact. (2007). Service Statistics: Highlights and Trends volume2/index.php. of Campus Compact’s Annual Membership Survey. Available at http://www.compact.org/about/statistics/2006/service_ Smith, L., and Martin, H.J. (2007). Recent Dissertations on Service statistics.pdf. and Service-Learning Topics, Volume IV, 2004-2006. Scotts Valley, CA: National Service-Learning Clearinghouse. Available at Drew University. (n.d.) About the University. In Drew University. http://www.servicelearning.org/filemanager/download/ Available at http://www.drew.edu/AboutDrew.aspx. Dissertations_VolumeIV_v2_web.pdf. Eyler, J., and Giles, D.E., Jr. (1999). Where’s the Learning in Service- Stanton, T.K., and Wagner, J. (2006). Educating for Democratic Learning? San Francisco, CA: Jossey-Bass. Citizenship: Renewing the Civic Mission of Graduate and Howard, J.P.F., Gelmon, S.B., and Giles, D.E. (2000, Fall). From Professional Education at Research Universities. Avaliable at Yesterday to Tomorrow: Strategic Directions for Service-Learning http://la.ucla.edu/Events/CCL%20grad%20conference/ Research. Michigan Journal of Community Service-Learning, position%20paper.pdf. Special Issue, 5-10. University of Minnesota. (2006, February). Facts and Figures. In Howard, J. (2003). Service-Learning Research: Foundational Issues. University of Minnesota. Available at http://www1.umn.edu/ In S.H. Billig and A.S. Waterman (Eds.), Studying Service-Learn- twincities/pdf/FactsNov06.pdf. ing: Innovations in Education Research Methodology. Mahwah, U.S. Department of Education (USDE) and National Center for NJ: Lawrence Erlbaum Associates. Education Statistics (NCES). (1999). Fall Staff in Postsecondary Norvell, K. (2004). Recent Dissertations on Service and Service- Institutions, 1997. Washington, D.C.: U.S. Department of Learning Topics, Volume III, 2001-2003. Scotts Valley, CA: Education. National Service-Learning Clearinghouse. Available at http://www.servicelearning.org/filemanager/ download/sincecomposure/Recent_SL_DissertationsIII_ edited_1-05.pdf. 36 Chapter Title Goes Here

A Three-Year Evaluation of Learn and Serve America Grantees

KIMBERLY SPRING For more than 15 years, Learn and Serve America has provided support for service- Corporation for National learning throughout the United States. Each year, the program supports more than one and Community Service million young people as they contribute to their communities in ways that build academic and civic skills. However, given the highly decentralized structure of the program, it has been difficult to capture the full scope and impact on students, teachers, and organizations partici- Kimberly Spring is a policy analyst at pating in Learn and Serve-funded service-learning activities. As part of the process of improv- CNCS. She works on national studies of youth and adult volunteering habits and ing our understanding of the scope and impact of Learn and Serve funds, the Corporation for works with Learn and Serve America on National and Community Service, with the assistance of Abt Associates and Brandeis Univer- research and performance measurement. sity, launched the online version of the Learn and Serve program survey known as LASSIE (Learn and Serve Systems and Information Exchange) in the spring of 2004.1

Each year since 2004, approximately 2,000 local schools, school districts, colleges, and schools, school districts, colleges and universi- community-based organizations operating ties, and community-based organizations service-learning projects. The LASSIE system receiving Learn and Serve funds have also provides unprecedented information on reported on their service-learning activities the reach of Learn and Serve grants. From the through the online LASSIE system. The data gathered we can see how the institution- system is designed to track the path of Learn alization of service-learning is impacted within and Serve funds from the initial grantee to the organizations receiving Learn and Serve

1 The LASSIE website at www.lsareports.org allows the public to access copies of the LASSIE survey instruments, online reports, and Public Use data sets.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 37

Programs funded for consecutive years tend to become more cost-effective in their activities and are better equipped to expand the scope of their program.

funds. In addition, data are gathered on the and those receiving funds for only one or two number and demographic characteristics of years of the grant cycle. We are also able to service-learning participants, the types of look at changes over time for subgrantees service activities performed, and the perceived receiving funds for all three years. impact of the funds on participants and The findings from this analysis are presented community organizations. in five sections.3 This article looks at the characteristics of 1. An overview of grantees, subgrantees, and programs receiving funds between 2003 and sub-subgrantees during the 2003 grant cycle 2006 using the information reported through the LASSIE system. In 2003 Learn and Serve 2. A report on the growth and institutional- began a new three-year grant cycle: Grantees ization within organizations receiving were awarded an initial one-year grant with funding for all three years the possibility of a renewal of the grant for two 3. A comparison correlating the number of additional years based on progress toward years of funding to institutional support program goals and completion of the grant for service-learning within programs requirements.2 Therefore, over these three receiving funding in the final year of the years, Learn and Serve grantees remained the grant cycle same, while organizations to which the grantees subgranted their funds may or may 4. A look at the relationship between not have received funds over the entire institutional supports and program quality three-year period. In analyzing the data, we 2 Each Learn and Serve program year runs from July 1 to June 30. In this report 5. An overview of the findings on perceived the first year is identified as the 2003-2004 program year, the second as the are able to look at differences between 2004-2005 program year, and the third as the 2005-2006 program year. impacts of Learn and Serve funds on subgrantees receiving funds for all three years 3 For more information on the data collection and the process of analysis, participants and community organizations see technical notes on page 45. 38 A Three-Year Evaluation of Learn and Serve America Grantees

Overview of the 2003 Grant Cycle Figure 1 During the 2003 grant cycle, Learn and Serve Grants and Subgrants during the 2003 Learn and Serve Grant Cycle America made 143 grants under its three Subgrants grant programs: K-12 School-Based Grants, Number of Number of with 3 years Type of Learn and Serve Grant Grants Subgrants1 Higher Education Grants, and Community- of funding Based Grants. In turn, these Learn and Serve K-12 School-Based Grants 81 No data 23.7% grantees subgranted (and, in some cases, sub-subgranted) these funds to thousands of K-12 Formula Grants 50 No data No data schools, school districts, colleges, universities, K-12 Competitive Grants 22 No data No data and community-based organizations. While K-12 Homeland Security Grants* 9 No data No data approximately 2,000 organizations receive Higher Education Grants 46 328 32.9% Learn and Serve subgrants each year, about half of these organizations receive funds for K-12 Community-Based Grants 16 383 15.4% multiple years. Among the 2,902 distinct TOTAL 143 2,902 23.7% organizations receiving funds over the course *Homeland Security grants were two-year grants that began in 2004. of the 2003 grant cycle, 23.7 percent (687 organizations) were subgranted funds for all 1 The number of subgrants is the total of subgrantees and sub-subgrantees under each grant type. Subgrantees and sub-subgrantees include organizations that directly operate service-learning activities, provide training and technical assistance activities, or subgrant funds to other organizations. Due to missing data in the 2003-2004 LASSIE, we are three years, while an additional 28.3 percent unable to provide a breakdown of formula and competitive subgrants. Of the 2,191 K-12 subgrants, 85 were part of the K-12 Homeland Security Grant program. (821 organizations) were subgranted funds for two years. This leaves 1,394 subgrantees and sub-subgrantees receiving Learn and entities: 448 schools and school districts, Serve funds for only one year.4 Growth and Institutionalization among Organizations Receiving 125 colleges and universities, and 60 com- 6 Subgrantees receiving funds under the Higher Three Years of Funding munity-based organizations. Education Grant program were most likely to In looking at changes in scope and institu- We find programs receiving three consecu- receive funds for all three years, while those tionalization among organizations receiving tive years of funding experienced growth in funded through the Community-Based Grant Learn and Serve funds for all three years, we the size of their service-learning programs program were the least likely to receive included grantees, subgrantees, and sub- despite no increase in amount of grant funds multiple years of funding. (See Figure 1.) subgrantees directly operating service-learn- received or their overall service-learning ing programs and completing the LASSIE budget. This growth is seen in the number of survey for both the 2003-2004 and the participants, faculty, teachers, and staff 2005-2006 program years.5 This includes 633 involved in service-learning activities and the Growing to Greatness 2008 39

total number of service hours participants We also find, along with the growth of the contribute to their community. It indicates programs, the availability of institutional programs funded for consecutive years tend supports for service-learning increased over to become more cost-effective in their the three years programs received Learn and activities and are better equipped to expand Serve funds. Organizations receiving funding the scope of their program with the same for three years were more likely to: amount of Learn and Serve funds. Include service-learning in professional The typical program grew by 34 partici- development plans, orientations, and evalu- pants, two faculty (teachers and staff), and ations for teachers, faculty, and staff in the 530 hours of service to the community. third year of funding than in the first year.

The growth in the total number of Provide financial and technical support to service hours is due to an increase in the teachers, faculty, and staff who have number of participants, not an increase service-learning projects. in the amount of service individual These increases occurred in spite of no service-learners perform. The average corresponding growth in the percentage of number of service hours for a participant organizations with a service-learning coordi- decreased from 16.2 hours in 2003-2004 nator.7 In fact, the amount of time service- to 14.4 hours in 2005-2006. This suggests 4 While we connected organizations across years within the same Learn and learning coordinators spent on service-learn- Serve grant, a few organizations may have received funds from more than growth primarily occurs in more short- one Learn and Serve grantee. Funds provided to the same organization ing activities decreased over the course of the term projects, and may reflect the need through different grants or for different programs are considered distinct for grant cycle: Whereas 57.9 percent of coordi- the purposes of analysis. Missing data and errors in reporting may for financial support in the implementa- underestimate the number of organizations that received Learn and Serve nators spent at least 20 hours per week on tion of more intense programs. funds for more than one year. service-learning activities in the first year of 5 The vast majority of programs (91.6 percent) in this analysis received Learn Despite the drop in average hours, almost the grant cycle, only 42.9 percent spent as and Serve funds as subgrantees. A small number (4.9 percent) were grantees that operated service-learning projects, while the remaining (3.5 percent) half of Learn and Serve participants in much time in the third year. While determin- received funds as sub-subgrantees. 2005-2006 were involved in service-learning the reasons for this decrease requires 6 There were 696 programs that operated service-learning programs and were identified as receiving funds for all three years of the grant cycle, leaving us ing programs that included them in at additional research, this finding may be due with a 90.9 percent response rate (633/696) for those who completed the least 15 hours of hands-on service. to the increased efficiency of organizations as first- and third-year LASSIE survey. service-learning activities become more 7 The LASSIE survey defines a service-learning coordinator as a teacher, faculty, or staff member whose efforts or support of service-learning extend institutionalized. beyond his or her own classroom, courses, or programs. 40 A Three-Year Evaluation of Learn and Serve America Grantees

Correlation between Years While this analysis compares programs by the Organizations with three years of funding of Funding and Institutionalization number of years of Learn and Serve funding, had a greater diversity of financial and it is important to note that the majority of community supports for their service- By focusing on the 1,700 programs operating programs — regardless of the number of learning activities. They were half as likely service-learning activities during the 2005- years they received Learn and Serve funds — as programs with only one year of funding 2006 program year and reporting on those have a history of service-learning in their to rely solely on Learn and Serve funds; activities in LASSIE, we looked at differences organization. For example, among programs about 50 percent more likely to have a among these programs based on the number receiving their first Learn and Serve grant service-learning advisory board; and more of years of funding they received during the during the 2005-2006 program year, 65 likely to have more community partners 2003 grant cycle. As in the previous analysis, percent had service-learning activities prior and collaborations with AmeriCorps and we included grantees, subgrantees, and to the grant, and 30 percent reported having Senior Corps that supported their service- sub-subgrantees directly operating service- service-learning activities in their organiza- learning activities. learning programs.8 (See Figure 2.) The tion for six years or more.9 majority of organizations (70.9 percent) were The number of years of Learn and Serve schools or school districts, while 14.8 percent We do find significant differences between funding was also correlated with the presence were higher education institutions and 14.2 programs based on the number of years of of a service-learning coordinator and several percent were community-based organizations. Learn and Serve funds that they receive. supports for teachers, faculty, and staff. For example, programs are larger and Whereas the majority (59.6 percent) of more institutionalized in organizations programs with one year of funding receiving three years of funding, when operated without a service-learning compared to those only receiving one or coordinator, only 21.3 percent of pro- 8 Grantees were only included in this analysis if they directly operated two years of funding. service-learning activities; however, in several cases, they both subgranted grams with three years of funding lacked part of their funds and operated service-learning activities. Those funded for three years were more a coordinator. 9 The longer an organization has offered service-learning activities, the more likely to receive a larger grant for the likely they are to have the institutional policies and supports for Likewise, 25.2 percent of coordinators in service-learning that are discussed here. 2005-2006 program year: While 36.3 programs with one year of funding spent 10 Learn and Serve grantees were excluded from this analysis. If they were percent of programs receiving three years included, the difference in the percentage of programs with grants over at least 20 hours a week on service-learn- of Learn and Serve funding received a $20,000 would be greater. ing activities, compared to 43.1 percent 11 We did not find any significant difference by years of funding for a number of grant of $20,000 or more, only 15.8 of coordinators in programs with three service-learning policies, such as integration of service-learning into the core percent of programs with one year of curriculum and the inclusion of service-learning in professional development 10 years of funding. plans, orientations, and evaluations for teachers, faculty, and staff. funding received such a large grant. Growing to Greatness 2008 41

Figure 2 Figure 3 Learn and Serve Programs in the Third Year (2005-2006) of the 2003 Grant Cycle Institutional Supports for Service-Learning by Number of Years of Learn and Serve Funding

1 Year of Funding 26.1% (444 programs) 1 Year 3 Years Institutional Support of Funding of Funding

2 Years of Funding 34.1% (579 programs)

Financial support for planning, training, 3 Years of Funding 39.8% (677 programs) 57.9% 67.6% ** and implementation of service-learning

Reduction in teaching load to allow time Programs with three years of funding were grantees are more likely to subgrant funds for for service-learning 19.1% 20.9% ** also significantly more likely than those multiple years to organizations having the program development with one year to have service-learning as capacity to support larger programs and or supervision an improvement strategy in their strategic provide assistance to teachers, faculty, and plan and to provide supports for teachers, staff. In addition, organizations with greater Technical assistance faculty, and staff who implement service- capacity are probably more likely to seek on planning or implementation 49.1% 63.8% * learning projects.11 (See Figure 3.) funding, as seen in their greater diversity of of service-learning funding sources for service-learning. They are While our analysis suggests the programs activities also more likely to have the necessary capacity receiving three years of funding are more to fulfill the requirements accompanying a likely to be larger and more institutionalized, Recognition or federal grant program. While the continuous it is not able to establish a causal connection rewards for teachers, funding of these larger programs may mean faculty or staff for 41.2% 47.2% ** between the number of years of funding and funding does not reach smaller organizations, quality service- the presence of service-learning policies and these larger programs often serve as mediat- learning practice supports or to conclude programs are larger ing organizations for organizations lacking the and have more supports because they received * Difference is statistically significant at the .01 level or lower. capacity to manage a federal grant. As mediat- ** Difference is statistically significant at the .05 level or lower. three years of funding. Learn and Serve 42 A Three-Year Evaluation of Learn and Serve America Grantees

schools and school districts has such a person Figure 4 who devotes a considerable amount of time to Presence of Service-Learning Coordinator during 2005-2006 Program Year coordinating service-learning activities.

All Learn and K-12 Schools Higher Community- SERVICE-LEARNING COORDINATOR AND Presence of Service-Learning Coordinator Serve and School Education Based QUALITY SERVICE-LEARNING PROJECTS Programs Districts Institutions Organizations In our analysis of LASSIE data, we looked at

Percentage of programs with a the extent to which programs involve partici- 70.8% 65.8% 89.3% 76.0% service-learning coordinator pants in high-quality service-learning. Using findings from research looking at the Percentage of programs with a coordinator relationship between the quality of service- spending at least 20 hours a week on 27.3% 17.8% 63.2% 37.3% learning and impacts on participants (Mel- service-learning activities chior and Bailis 2002; Billig 2000), the Corporation for National and Community Service identified service duration and ing organizations, they take fiscal responsibil- assistance to teachers in the development and intensity of at least one semester and 20 ity for the grant funds and provide mini-grants implementation of service-learning projects, hours of service as an indication of quality — as well as training and technical assis- serve as a liaison with service-learning commu- service-learning. We find when a program tance — to smaller programs, allowing them nity partners, secure funding for service-learn- has a service-learning coordinator, they are to implement service-learning projects and ing activities, and manage the evaluation of more likely to have service-learning projects build their own internal capacity. service-learning projects. The majority of meeting these quality indicators; however, we programs, 70.8 percent, reported having a do not find any further increase in number Relationship between Institutional service-learning coordinator responsible for of service hours when the service-learning Supports and Quality of Programs the service-learning activities in the organiza- coordinator spends at least 20 hours per week on service-learning activities. PRESENCE OF A SERVICE- tion; however, only 27.3 percent of programs LEARNING COORDINATOR have a service-learning coordinator who Furthermore, we do not find a significant spends at least 20 hours per week on service- Service-learning coordinators (defined difference in the percentage of participants learning activities. (See Figure 4.) As we see in through LASSIE as a teacher, faculty, or staff within a Learn and Serve-funded program Figure 4, higher education institutions are member whose efforts to support service- taking part in quality service-learning activi- very likely to have a service-learning coordina- learning extend beyond their own classroom, ties when a program has a service-learning tor who devotes at least 20 hours to service- coursework, or programs) often provide coordinator. That is to say, programs with a learning activities, while a minority of K-12 service-learning coordinator are more likely Growing to Greatness 2008 43

to have multiple projects of varying dura- Figure 5 tions; while they are more likely to have a Frequency of Support Given to Teachers, Faculty, and Staff project lasting at least a semester and engaging students in at least 20 hours of service, Rarely or Frequently Institutional Support Never they are also more likely to simultaneously Occasionally or Always engage students in short-term projects. Financial support for planning, training, 4.7% 30.1% 65.2% SERVICE-LEARNING COORDINATOR AND THE and implementation of service-learning

INSTITUTIONALIZATION OF SERVICE-LEARNING Technical assistance on planning or 7.3% 36.2% 56.5% When we look at the relationship between the implementation of service-learning activities presence of a service-learning coordinator and Reduction in teaching load to allow time for 31.0% 48.8% 20.2% several indicators of service-learning institu- service-learning program development or supervision tionalization, we find a number of significant relationships. Programs with a service-learning coordinator are more likely to: involve youth in decision-making roles Institutional Supports for include service-learning in professional Teachers, Faculty, and Staff development plans, orientations, and engage family members as volunteers Finally, we looked at the relationship evaluations for teachers, faculty, and staff Furthermore, when a service-learning coordi- between supports for teachers, faculty, and provide technical and financial support nator spends at least 20 hours a week on staff who implement service-learning activi- for teachers, faculty, and staff service-learning activities, we find there is an ties and the likelihood these programs will even greater likelihood that the programs will engage participants in sustained activities. have a diversity of service-learning funding work toward the first five bullets cited in the The supports we studied included financial have a service-learning advisory board preceding paragraph. However, the likelihood support, technical assistance, and the reduc- programs will engage students in decision- tion in workload for those who develop or include service-learning in the official making, involve family members as volunteers, implement service-learning activities. While core curriculum (for K-12 schools)12 and provide reductions in workload were not the majority of programs frequently or always provide workload reduction for teachers, affected by the amount of time a coordinator provide financial and technical support, only faculty and staff devoted to service-learning activities. a minority of programs regularly provide a reduction in workload. (See Figure 5.)

12 This finding was significant overall and among K-12 schools and school districts. When looking at higher education institutions separately, significance is lost. This is most likely caused by the fact that there are very few colleges and universities that do not have a service-learning coordinator. 44 A Three-Year Evaluation of Learn and Serve America Grantees

Perceived Impacts of Learn Figure 6 Perceived Impacts of Service-Learning Activities on Participants and Community Organizations and Serve Funds on Participants and Community Organizations Substantial Moderate Moderate Substantial As noted above, the LASSIE survey is Impacts negative negative No impact positive positive designed to primarily gather data on the impact impact impact impact institutional support for service-learning, Academic performance of while also collecting information on the 0% 0.1% 1.6% 47.2% 47.2% service-learning on participants demographics of service-learning participants and their service activities. Given the majority Habits of participants (including 0% 0.1% 2.0% 46.8% 51.1% attendance, participation in class, etc.) of respondents to the survey are administrators, collecting direct information on the Participants’ civic engagement 0% 0.1% 2.0% 38.3% 59.6% impacts of the service-learning activities on students and community organizations is not possible. The LASSIE survey does, however, Organizations served 0.1% 0% 0.7% 29.0% 70.2% ask respondents to indicate their perceptions of the impact of service-learning activities on students and community organizations. Given the subjective nature of these All three supports increased the likelihood who participate in quality service-learning responses, we did not include these that a program had quality service-learning activities, when compared to programs responses in the above analysis, but provide activities lasting at least one semester and without these supports. the responses for the 2005-2006 program engaging participants in at least 20 hours of We also find that programs providing a year in Figure 6. As the table shows, the vast service. Programs with all three supports, reduction in the teaching load are more majority of programs believe that the Learn however, were also more likely to have likely to engage service-learning participants and Serve-funded service-learning programs multiple projects of varying durations. This in more hours of reflection and service,13 have a positive impact on participants and means we do not see a significant difference although we did not find a similar correla- community organizations. in the percentage of participants in a program tion with financial and technical supports.

13 The correlation between workload reduction and average service hours is only significant at the .10 level. Growing to Greatness 2008 45

Conclusion Furthermore, the analysis demonstrates Technical Notes Although Learn and Serve grant funds reach service-learning coordinators are central to LASSIE is a census of Learn and Serve-funded programs; no the institutionalization of service-learning. sampling strategy was used in implementing the survey. The census a broad range of schools, school districts, of programs is acquired through reporting by Learn and Serve While the data are not able to determine higher education institutions, and community- grantees, who are required to provide contact information for all based organizations, only a minority of these whether having a service-learning coordina- organizations receiving a Learn and Serve subgrant. In turn, Learn tor led to the institutionalization of service- and Serve subgrantees provide contact information for all organizations receive funding for multiple sub-subgrantees to whom they provide Learn and Serve funds. The years. Those who do receive funds for mul- learning or the institutionalization of service- response rate for the 2003-2004 program year was 89.8 percent; learning led to the hiring of a coordinator, 86.9 percent for the 2004-2005 program year; and 92.8 percent tiple years show growth in the scope of the for the 2005-2006 program year. The response rate is based on the programs and improvements in some organi- the analysis does show service-learning known universe of Learn and Serve subgrantees and sub-subgrant- coordinators who contribute substantial time ees. The response rate for programs receiving funds for all three zational policies and supports for service- years of 2003 grant cycle was 90.9 percent. In accordance with learning. Programs receiving three years of to service-learning activities can: OMB guidelines, given that the survey is a census and that response rates for data analyzed was over 90 percent, no weights were used funding have a greater capacity for service- facilitate supports to teachers, faculty, and in the analysis. Unless otherwise noted, the findings presented here are significant at the .01 level or lower. learning activities than those organizations staff, receiving one or two years of funding. These Additional Notes on LASSIE: The online system provides connections strengthen partnerships with community between grants, subgrants, and sub-subgrants within a given organizations with greater capacity are more program year. The connection of programs under the same grant able to provide assistance to programs without organizations, and across program years was completed manually. In a minority of cases, organizations received multiple subgrants, either under the a similar capacity, and, therefore, are in a diversify financial support for service- same grant or from different grants; programs funded under different grants were treated as distinct in the analysis. good position to serve as mediating organiza- learning. tions. Targeted efforts to build the capacity Data collected through LASSIE is self-reported and, in some cases, based on estimates. and increase the institutionalization of These supports are invaluable to ensure service-learning in organizations are impor- service-learning participants experience REFERENCES tant to increasing opportunities for students high-quality service-learning and that these to participate in high-quality service-learning. activities remain a part of the organization Billig, S. (2000). Research on K-12 School-Based Service Learning: once Learn and Serve funding ends. The Evidence Builds. Phi Delta Kappan, 81(9), 658-664. Melchior, A. and Bailis, A.N. (2002). Impact of Service-Learning on Civic Attitudes and Behaviors of Middle and High School Youth: Findings from Three National Evaluations. In Furco, A., and Billig, S. (Eds.), Service-Learning: The Essence of Pedagogy (210-222). Greenwich, Conn.: Information Age Publishing. 46 Chapter Title Goes Here

Altruism in Children Consumer Behavior and Responsible Business Practices

Suzanne Martin Noting the growing interest in youth service among older youths and the desire of organiza- Just Kid Inc. tions to understand the consumer behavior and attitudes of young children and adults, Just Kid George Carey Just Kid Inc. Inc.’s research division recently completed a series of studies. The study began with an environmental scan of programs that give children an opportunity to serve in order to get an idea of the landscape and characteristics of programs available. In addition, we conducted focus groups with service and non-service children to generate survey questions and interpret survey findings, Suzanne Martin has conducted all aspects of the research process with a main focus a national online survey of 600 mothers of 6-14 year olds, and nationally representative online on youth studies. She earned a Ph.D. in surveys of 2,000 6-14 year olds and their caregivers, resulting in the major findings that: Educational Psychology from University of

Arizona and completed a postdoctoral The altruistic impulse among children is In the following pages, we provide a more strong and their desire to give sometimes rivals in-depth description of each of these fellowship at the Annenberg Public Policy their desire to get. (See Figures 4 and 5.) findings and recommendations, and Center at University of Pennsylvania. present a sampling of supporting evidence There is a huge unmet need for service from our research. This report presents George Carey founded Just Kid Inc., a strategic opportunities for children. children through the lens of an asset youth research and new product development Practitioners seeking support for service- model, as having the power to make posi- agency, in 1993. He has conducted numerous learning for young people should con- tive changes in their schools, communities, social marketing campaigns and research sider knocking on the door of marketing nation, and world (Checkoway 1994). To initiatives for a wide variety of clients including departments rather just the corporation’s ensure a more beneficial experience for all, both for-profit businesses and non-profit foundation. foundations and government agencies.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 47

strated the important role of service in their About 9 out of 10 kids lives over the past year, through activities such as: believe that it is extremely, very, or somewhat important donating food toys or clothing to people who needed them (71%) to help others or give back

recycling (64%) to their community.

raising money for an issue or cause they businesses interested in providing opportu- care about (44%) nities for children to help others are encouraged to follow the K-12 Service- giving or donating their own money to Learning Standards for Quality Practice something they care about (39%) found on pages 10-11. volunteering or “helping out”(38%) The Desire to Give Back watching a TV show about an issue or Our findings show that youths have a tremen- cause they care about (35%) dous desire to contribute to their communi- talking to friends, family, or teachers ties. This is a healthy sign of positive youth about an issue or cause they care about development as articulated by Search Insti- (32%) tute, America’s Promise, and other researchers, where “service to others” is an important purchasing/asking for a product that ingredient in children’s lives that helps them supports or gives money to something make a positive transition to adulthood they care about (21%) (Scales et al. 2003; America’s Promise 2006). Figure 1 shows that as their grade level When asked in our survey, about 9 out of 10 increases, youths are more likely to have kids believe that it is extremely, very, or taken part in formally-organized volunteer- somewhat important to help others or give ing, helping others, or giving back to their back to their community. They have demon- community is the past year. 48 Altruism in Children: Consumer Behavior and Responsible Business Practices

Figure 1 Figure 2 Youth Volunteering, Helping Others, or Giving Back to Their Community in the Past Year Youth Service by Region

West Northeast 9th (n=75) 65% 58% 58%

8th (n=219) 69%

Midwest South 7th (n=218) 64% 53% 50%

6th (n=237) 57% n=2,000 Ages 6-14 5th (n=191) 59%

4th (n=216) 51% The study shows youth service varies by age, 3rd (n=266) 48% gender, household income, parental age, and even the region of the country in which 2nd (n=253) 46% young people reside. (See Figure 2.) In general girls are more likely than boys to feel 1st (n=213) 44% empowered to make changes in their world, as reflected by their choice of the following K (n=102) 35% statement “I believe that all it takes is just one person my age to make a positive change in

n=2,000 Ages 6-14 the world” well ahead of the alternative: “It’s too hard for just one person my age to make a difference in the world” (56% girls vs. 51% boys). An even greater gap was seen among 6-8 year olds (52% girls vs. 45% boys). Growing to Greatness 2008 49

The greater a child’s household income, the When youth are asked what actions they Figure 3 more likely kids are to give back to their would take to help the cause they care most Which would you be willing to do to help community: household income of $175,000 about, over half (51%) would buy a product with the (problem that was most important or more has 75% involvement vs. household or ask their parents to buy a product that to you earlier)? income of less than $20,000 with 46% donates money toward helping their cause Hang posters in your school involvement. Further research may illumi- with each purchase. This is the second 52% or community about … nate how socio-economic status influences highest action youth report willing to take definitions of what it means to “give back.” In in support of their cause. (See Figure 3.) Buy a product (or ask your parents to buy a product) that addition, as parental age increases, so does Children report they are more likely to 51% donates money toward helping the likelihood of child service. Forty-three purchase a product or brand that is linked with … with each purchase percent of children whose caregivers are to an issue or cause they care about (38%) Give up one Saturday to help with … 48% aged 20-29 report participating in service over one with a cool commercial (22%). versus sixty-three percent of children whose (See Figure 4.) Give a half hour of your time 44% caregivers are aged 60-69. to help with … A Desire to Give Over Get Give some of your own money 43% How Kids Want to Help A strong example of kids’ desire to give to help with … We were interested in the causes that children rather than receive occurs when we asked Go online to find out more about … 42% perceive as important to them. The list of children if they were more likely to ask their Participate in a weekly program causes was originally generated from youth in parents to purchase a box of cereal that gave 33% to help with … focus groups. A refined list was then shown to them the opportunity to win money or the children in an online survey and they were donate money to a cause. Our results indi- Get people to sign a petition about … 32% queried with the following: “Please tell us if cate that kids are more willing to ask their Send a letter/email to a politician 29% any of the items below are problems, con- parents to purchase a product that gives to a about … cerns, or causes you care a lot about.” Based cause than the same product that gives them Start a club or program yourself to 21% on their answers they were shown a shortened an opportunity to get something for them- raise money or awareness about … list of the issues they cared about and then selves. (See Figure 5.) Attend a protest, rally, or 14% were asked, “Which of these is most important demonstration about … to you — that is, which of these is something that you would most want to do something Miscellaneous Comments 2% about or help make better?” None of these 4%

n=2,000 Ages 6-14 (Participants offered multiple responses.) 50 Altruism in Children: Consumer Behavior and Responsible Business Practices

Figure 4 Figure 5 Which would make you more likely Which would you be more likely to ask your parents to buy? to buy or ask for a product or brand? Age Girls Boys Now every time you buy this cereal, money will be given to build a hospital for baby tigers and other injured animals. 6-8 64% 53% 40% Average 58% 9-12 67% 55% The product or brand had a cool giveaway or prize

13-14 61% 44% 38% The product or brand did something to help issues or causes you care about when you buy it Age Girls Boys Now every time you buy this cereal, you will be entered 6-8 36% 47% 22% in a contest to win a $1000 allowance for 1 year. The product or brand had a really cool commercial Average 42% 9-12 33% 45%

13-14 39% 56%

n=2,000 Ages 6-14 n=2,000 Ages 6-14

Cause-related products would benefit the buy their child’s favorite food if it gave the company and provide funding for the cause, child an opportunity to help others (35%) which could in turn be used to offer children than if it had a fun toy or contest (6%) or a chance to give through a long-term program featured a favorite character (5%). Another in their community or offer the instant interesting aspect to note is the cause opportunity to purchase something that allows described in the example above (donation for them to give. Mothers say they would be far injured tigers). The children’s willingness to more likely to agree to a purchase request donate to this “cause” might indicate their from their child if the product did something generous nature could be far greater than to help issues or causes (76%) instead of their understanding of the scope and scale of having a giveaway (21%) or cool commercial the problem, and reflect a tendency to simply (3%). Mothers would also be more likely to trust that the cause on the box is worthy of Growing to Greatness 2008 51

their support. Businesses have a responsibility Involve their friends Figure 6 to not take advantage of this apparent ten- Overall, young people also tell us that they Relationship of Parental Service Participation dency for children to be uncritical and would be more engaged in service if their to Child Service Participation unconditional in their good will. friends were involved (49%), if there were more programs or opportunities for kids Developing More Effective their age (42%), if their family was involved Youth Service Programs (40%), or if someone asked them to help Provide youth with more programs and (37%). Thirty-seven percent (37%) of kids, opportunity to give back to their community 44% of tweens, and 46% of teens express they would do more in their communities if Though almost all kids would like to be more they were given the opportunity. When it involved, only about half are actually partici- happens, almost all youth (99%) report pating in giving back to their community. being at least somewhat satisfied with their There is much less opportunity for the chosen service activities. younger kids to fulfill this need in their community and they simply don’t take this Engage their parents Both Parent and 52% initiative on their own, as seen in previous Child Participate 18,821,096 Kids Parents’ service status has a big impact on research (Independent Sector 2001). Young in Service the child. If a parent takes part in some people need to be led to service; our study community service, their children are most shows that, more often than not, it is some- Neither Parent nor 15% likely to follow suit. Children definitely do Child Participates 5,429,163 Kids one else’s idea to help (63%). Young chil- not initiate service activities on their own, in Service dren are genuinely glad to do it from the with only 2% of kids participating in some start (88%) rather than having to be con- sort of service if their parents are not active. Child Participates 2% vinced to help by someone (12%). Rather in Service and Kids taking part in service are usually joined 723,888 Kids than being initiators of volunteer activities on Parent Does Not by their family (52%), followed by people their own (19%), young people often from their school (45%), their church, participate in an existing group that gives Parent Participates 31% synagogue or mosque (35%), their friends in Service and Child them a chance to help (81%). 11,220,269 Kids (29%), an organization or club (25%), or Does Not else they serve alone (14%). (See Figure 6.) n=2,000 Ages 6-14 (Number of kids is a population estimate for November 2007 from the 2000 United States Census.) 52 Altruism in Children: Consumer Behavior and Responsible Business Practices

Beyond buying Figure 7 Encourage children to engage in activities Please tell us if any of the items below are problems, concerns, or causes you care a lot about. that go beyond simply buying a product that

Hunger (people who don’t have enough to eat) 60% supports a cause to finding other ways to work together to support that cause. (See Figure 3 Pet safety (pets having no place to live or not being treated well by their owners) 59% on page 49.) Service, especially quality service-learning, enables our youths to feel Safe places for kids 58% pride in what they accomplish — learning new Smoking, drinking, or drug abuse 55% skills or achieving a goal — along with meeting important social needs, such as Homelessness (people who don’t have a place to live) 55% having fun and meeting other people. Figure

Endangered animals (wild animals who are at risk of becoming extinct or poached) 53% 7 shows the causes most vital to kids, varying slightly by age and gender. Motivation for School violence/bullying 52% volunteering is reported in Figure 8.

Natural disasters (people losing their homes, communities, or loved ones in a natural disaster) 47% Cause Marketing

Diseases like cancer, diabetes, etc. 43% In testing the idea of cause marketing we asked kids for their suggestions about how Discrimination (people being treated differently because of how they look or where they are from) 40% to design a program/strategy. Their responses (see Figure 9) suggest that kids Education 39% want a wide array of choices and avenues to Nutrition/healthy eating (not knowing about what is healthy and not having enough healthy foods to eat) 31% pursue. Furthermore, they want companies to show how kids’ involvement makes a Global warming 24% difference. Feedback is key to authentic HIV/AIDS or malaria 16% service-learning, allowing students to gain a critical understanding of how their actions Teen pregnancy 13% affect the world around them.

Miscellaneous comments 2%

None of these 4%

n=2,000 Ages 6-14 (Participants offered multiple responses.) Growing to Greatness 2008 53

A Path Forward Figure 8 Children Why do you volunteer, help others, or give back to your community? have a great desire to give to their commu- 6-8 9-12 13-14 nities Among volunteers n=315 n=501 n=290 have specific causes they appreciate and It makes me feel good inside 73% 75% 73% value I have fun doing it 63% 60% 59% would like to go beyond just donating, to be involved in a learning experience I want to make the world a better place 57% 62% 57%

have a social desire to have this experi- Someday I may need help myself 40% 43% 39% ence involve family and friends I get to meet new people 41% 39% 40% need to be asked and offered programs to become involved I get to learn new things and develop new skills 36% 39% 35%

long to see the real impact of their efforts I get to be with my friends 42% 34% 34%

There are opportunities for positive, mutu- It makes my parents happy 40% 35% 32% ally respectful and beneficial partnerships I am very interested in the issue or cause 30% 37% 34% with young people, their families, schools, nonprofits, and businesses. The altruistic (30% Response Rate and Above Displayed) disposition of young people that is evidenced in this study is something to respect, and it is the responsibility of all adults to honor and When businesses interact with children it is service projects and fundraising to design support this as they work side-by-side. important to instill a sense of hope and service-learning opportunities. empowerment. Children and adults must Consideration of the K-12 Service-Learning remember problems are not resolved simply Standards for Quality Practice on pages 10-11 with the purchase of a product; but this can can help guide businesses in thinking be a piece of a solution. One way to demon- strategically and creatively about how to strate respect for children and one’s respon- connect with kids in positive ways that build sibilities to help them grow is to go beyond on their interest and developmental needs to 54 Altruism in Children: Consumer Behavior and Responsible Business Practices

help make their world a better place. Instead Figure 9 of giving funds to a particular cause, a If companies or brands came up with new opportunities for you to help others and make a business could create a fund for youth-led difference in the world, which of the following would make you most likely to participate? service-learning projects or create an advisory board of young people who, in the role of 53% The company or brand showed me how my involvement and help made a difference philanthropists, decide projects to fund. 40% There were lots of different ways to sign up (e.g., website, 1-800 number, in person sign up, etc.) Criteria for funding could be based on the extent to which the applicant demonstrates 37% There was more than one company or brand working together supporting the issue or cause the project meets one or more of the service- learning standards — address genuine The company or brand included something about the issue or cause in their product — that is, 35% community needs or include opportunities they changed their product in some way to include a tie-in to the issue or cause for reflection to ensure that both learning and service objectives are of high quality. 35% The company or brand tied an issue or cause to a popular product I already like anyway These are only some of the ways in which the The company or brand didn’t just stick an issue or cause on a product box but 35% new service-learning standards can be really made a long-term commitment to helping the issue or cause implemented to create engaging, positive

The company or brand didn’t tell me what to issue or cause to care about opportunities for young people. Perhaps 32% but gave me lots of options to choose from instead of the pictures of missing children on products that portray children as victims, 29% The company or brand gave me something for my participation that I could show my friends there might be examples that portray kids as contributors addressing community needs. The company or brand put a lot of thought into the name of a new product or program 19% that helped the issue or cause An avenue to support the growth of service- learning programs could involve building a 1% Miscellaneous comments network of service-learning providers, businesses, and children. This, in turn, could 7% None of these produce a societal paradigm shift we can all n=1,334 Ages 9-14 (Participants offered multiple responses.) get excited about: one in which we see kids as an integral solution to creating a better world. Growing to Greatness 2008 55

REFERENCES

De Souza Briggs, X. (1998). Brown Kids in White Suburbs: Housing Mobility and the Multiple Faces of Social Capital. Housing Policy Debate, 9(1), 177-221. Available at www.fanniemaefoundation.org. Checkoway, B. (1994). Involving Young People in Neighborhood Development. Washington, DC: Academy of Educational Development. Chung, A. N. (1997). Service as a Strategy in Out-of-School Time: A How-to Manual. Washington, DC: Corporation for National Service. Available at http://nationalserviceresources.org/ resources/online_pubs/learns/service_as_a_strategy_in.php. Independent Sector. (2001). Giving and Volunteering in the U.S. Available at http://www.independentsector.org/programs/ research/GV01main.html. Lewis-Charp, H., Yu, H.C., Soukamneuth, S., and Lacoe, J. (2003). Extending the Reach of Youth Development through Civic Activism: Outcomes of the Youth Leadership for Development Initiative. Oakland, CA: Innovation Center for Community and Youth Development. Scales, P.C., Sesma Jr., A., Bolstron, B., Wooten, S., and Hong, K. (2003). Coming into Their Own: How Developmental Assets Promote Positive Growth in Middle Childhood. Minneapolis: Search Institute. Tannenbaum, S.C. (2007). Tandem Pedagogy: Embedding Service-Learning into an After-School Program. Journal of Experiential Education, 29(2), 111-125. YMCA of the USA. (2004). The YMCA Service-Learning Guide: A Tool for Enriching the Member, the Participant, the YMCA, and the Community (2nd ed.). Chicago: YMCA. 56 Chapter Title Goes Here

Middle School Youths as Problem-Solvers

Theresa Sullivan How do individuals acquire real-world, adaptive problem-solving skills? We know these University of Minnesota skills are critical to the development of a new generation of effectively engaged citizens, workers, and leaders (Haste 2003; Search Institute 2007; Stanford Center on Adolescence 1999; Twenty First Century Skills 2006; Wheeler 2007). It is particularly important that this Theresa Sullivan, a doctoral student at the problem-solving be inclusive, deliberative, and collaborative. Yet we know relatively little about Harvard Graduate School of Education, is how problem-solving skills develop (Berti 2005; Covington 1987; Larsen and Hansen 2005).1 the Howland Endowed Chair in Youth

Leadership Development at the University of City Year has embarked upon research to fill The study focuses on middle school youths Minnesota Center for Youth Development. this gap, to learn how to maximize its capac- because this is when young people begin to Her work focuses on bridging research and ity to promote the development of real-world develop the abstract cognitive capacities practice to empower youth as agents of problem solving through its Young Heroes required to think about themselves in relation social and political change. program. Young Heroes engages about one to “a larger unit, vague in its outline and yet thousand middle school young people across immediate in its demands … ‘society’” the country each year in a five-month (Erikson 1968, p. 128; Fischer and Bidell Saturday program of community issues 2006; Youniss and Yates 1997; Kegan 1994). education and hands-on community service. Strategic skills developed at this age may provide a “gateway” to expertise needed to be

1 Strategic thinking requires the integration of knowledge and process skills to develop action alternatives for attaining a goal (Byrnes 2005; Covington 1987; Davidson 2003; Perkins 2001). Past studies have analyzed the sociopolitical knowledge of young adolescents (Berti 2005; Connell 1991; Furth 1980; Gallatin 1980; Greenstein 1965). There is also a wealth of research on the development of general problem solving processes in children and adolescents, most often based on their performance in solving fictional problems in a laboratory setting. However, there has been little research to learn how these come together as young people develop strategies for solving problems in the real world of their own schools and communities (Byrnes 2005; Covington 1987; Davidson 2003; De Lisi 1987; Dreher and Oerter 1987; Ericcson 2003; Larsen and Hansen 2005).

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 57

The taxonomy can inform educational efforts one fourth as Caucasian, ten percent as aimed at expanding young people’s strategic mixed race, two percent as Asian, and one repertoires by offering a theoretical frame- percent as Latino. The remaining young work for considering the kinds of sociopoliti- people did not specify race or ethnicity. cal strategies they tend to construct, and the kinds of strategies we want to challenge them DATA COLLECTION METHODS to learn more about. The taxonomy can Strategies analyzed for this study were facilitate reliable scoring of the data for future suggested by young people during a “Self-in- studies using quantitative statistical methods, Community” interview, adapted from the effective agents of social and political change including analysis of the impact of specific “Self-in-Relationship Interview” originally throughout youth and adulthood (Berti 2005; service-learning experiences on young developed by Harter and Monsour (1992) Larsen and Hansen 2005, p. 346). people’s strategic repertoires. and later adapted by Kennedy and Fischer The qualitative study presented here includes (Kennedy 1994, 1995; Fischer and Kennedy a taxonomy of strategies suggested by 91 Research Design 1997), which explores young people’s ideas about their close interpersonal relationships. middle school young people for changing SAMPLE things they wish were different in their The SIC interview goes beyond the realm of This study is based on in-depth interviews schools and communities. Most commonly, interpersonal relationships to explore young completed by 91 diverse middle school study participants suggested “unilateral” peoples’ ideas about their relationships with young people (age 11-14) in Columbus, (Loomer 1975, 14) or vertical strategies in organized groups to which they belong (a Ohio who participated in or requested which someone with power and influence team, club, or after school program), as well information about the Young Heroes does something directly to help, asks or tells as their schools and communities. program. Sixty percent of the study partici- others to do something, or instigates some pants receive free or reduced-price lunch at The interview is highly structured, asking formal institutional change to address the school. Forty percent do not. Sixty percent specific questions grounded in young people’s issue. While less common, some young are girls; forty percent are boys. About half own experience. This includes what they like; people in the study also suggested “rela- identified themselves as African-American, what they wish was different in organized tional” (Loomer 1975, 20) or horizontal strategies critical to problem-solving across diverse groups in a multi-cultural society. Horizontal strategies suggested by middle Skills developed at this age may provide a “gateway” to expertise schoolers included negotiation, compromise, needed to be effective agents of social and political change and collaboration. throughout youth and adulthood. 58 Middle School Youths as Problem-Solvers

Figure 1 Data-driven categories of middle school students’ sociopolitical change strategies

Frequency Strategy Frequency Strategy Frequency Strategy

31% Direct Actions 14% Enhance social connection 9% Increase or redistribute resources

17% Change one’s own behavior (follow the 4% Be friendly, respectful, nice to others. 3% Enhance infrastructure (fix deteriorating rules, don’t litter, don’t instigate fights). 3% Organize, lead others in collective school buildings or roads, build a new 14% Do something directly to help (stand up action (neighborhood clean up, community center). for victims, pick up litter, stop fights). a petition, a boycott). 2% Donate money or materials. 2% Change formal social structures. 1% Sell products or services. Directly influence the ideas 29% 1% Develop two-way, reciprocal 1% Purchase products and services and/or actions of others. relationships. (buy things at a fundraiser, pay 10% Voice my opinions, talk to others. 1% Make friends. for participating in programs). 7% Ask or tell others to do something. 1% Get to know others. 1% Organize fundraising events. 4% Persuade others to do something. 1% Collaborate, work as a team. 3% Model the desired behavior (treat 1% Enhance social cohesion others respectfully, hoping others will (develop relationships, trust, 4% Solicit ideas from others notice and do the same). reciprocity among many people). 3% Make an impression (do well 2% Ask others for thoughts, ideas, input. academically in order to enhance 1% Listen to others. the reputation of the school). 12% Change formal social structures 1% Generate ideas in a group. 1% Encourage or inspire others to do something. 5% Change rules, rewards, or punishments. 1% Dialogue, negotiate, compromise. 2% Improve security. 3% Raise public awareness 2% Create or improve activities or opportunities (afterschool programs, 2% Use informal mass communications opportunities for student voice). vehicles (flyers, buttons, posters). 1% Change the location or schedule 1% Use formal mass communications of a program. vehicles (school newspaper, radio, television).

Data-driven categories of middle school students’ strategies for making their organized groups, schools, and communities more like they want them to be, and the frequency with which each type of strategy was suggested as a percentage of all the strategies suggested in interviews with 91 young people. (N= 6,914 strategies) Growing to Greatness 2008 59

Figure 2 Theory-driven categories of middle school students’ sociopolitical change strategies

Categories Definition Examples drawn from participant interviews

Self-Transforming Strategies that involve changing one’s own ideas or behaviors to impact an issue directly “Donate money.” (e.g. pick up trash, donate money, be respectful of others, break up fights). “Treat everybody in my neighborhood like they’re my best friend.”

Other-Transforming Strategies aimed at affecting the ideas or behaviors of another individual or group…

Passive Without doing anything to or with them “If you see one person doing it then you know … (e.g. model the desired behavior, make a good impression); that it’s okay for them to do it.”

Unilateral Without consideration of the perspective of the other “People that provoke fights, tell ‘em to stop.” (e.g. ask or tell someone to do something);

Cooperative Taking into account another’s perspective to more effectively influence him/her “Ask the school board that we need recess because to do as the actor wants (e.g. persuade someone to do something). the kids are too hyper after lunch and they won’t listen.”

Cooperative Strategies that involve learning the interests, needs, or perspectives of others to inform “Try to listen to somebody else first. Then see how Self-Transforming one’s own ideas and behaviors (e.g. Ask others for ideas, opinions, input). I can make it better.”

Mutual Strategies which involve both parties changing their ideas or behaviors, co-constructed “A couple of students get together with all Transforming based on the interests, needs and perspectives of both (e.g. dialogue, negotiation, the teachers and discuss what’s going on in compromise; develop reciprocal relationships; mediate conflict). the school … come to a compromise.”

Informal Strategies which involve the co-construction of ideas and/or changing collective behavior “Have everybody meet in one place and have everybody System-Transforming and social dynamics among many people or groups of people (e.g. generate ideas in a group; do a community thing to help out all the senior citizens.” create informal social events; collaborate; enhance social cohesion; organize for collective “Get all of ‘em together, and say, ‘What could we do to action, such as a fundraiser or neighborhood cleanup; influence those with informal power to help our community? … Then you give your idea, they influence others; communicate through flyers, posters, lawn signs, or door-to-door canvassing). give theirs, and when you have that idea that you … all agree with, you go with it.”

Formal Strategies designed to change the rules or structure of formal systems (e.g. schools, clubs, “Send ‘em home if they’re acting foolish … because if System-Transforming community centers, churches, or government) which, in turn, affects the behaviors of those within we had better punishments, then they wouldn’t do it again.” the system and the political and social dynamics among them (e.g. change rules/rewards/ “Do after school programs there and stuff like that so punishments; change the curriculum; take on a formal leadership role; improve security; raise/ the little kids can stay out of trouble and stuff like that.” redistribute taxes; find a corporate sponsor; communicate via newspapers, radio, television; change the pricing structure; improve infrastructure, such as school buildings and parks). “Lower the rent on the houses and lower the price on cars.” 60 Middle School Youths as Problem-Solvers

groups, schools, and communities; what they Some strategies involved young people doing Figure 3 and others already do to make these places something directly to help. For example, if Strategies and Percent of Study Interviews better for all; and what it would take to the school is littered, young people might change things they wish were different. pick up trash. If there are too many fights at school, young people stop instigating fights. Self Transforming 100% DATA ANALYSIS If there are families in the neighborhood A “grounded theory” (Strauss and Corbin that are homeless, young people give them 1998, 12) or “data-driven” (Boyatzis 1998, 41) Unilateral Other 100% money to help buy a house. Other strategies Transforming approach and a “theory-driven” (Boyatzis involved getting other people to pick up trash, 1998, 37) approach were combined in the stop fighting, or donate money. Cooperative 73% qualitative analysis of study participants’ Other Transforming sociopolitical change strategies. First, a Still other strategies called for parties getting data-driven approach was used to identify to know each other and negotiating or Passive Other 63% helping each other to the benefit of all Transforming patterns and themes that emerged among the strategies expressed by study participants involved. Other strategies across several Cooperative 54% in the interviews. This avoided constraining categories involved many people in coming Self Transforming interpretation of the data to suit theoretical together to organize a neighborhood clean- frameworks borrowed from other disciplines up, a fundraising event, or to generate ideas. Mutual 77% Finally, there were strategies that involved Transforming or other age groups, and allowed for a consideration of sociopolitical change from changing formal institutional structures, such Informal System 95% the perspective of middle school students as changing punishments for fighting to Transforming themselves. reduce the behavior or making sure there is more affordable housing in the neighbor- Formal System 100% As categories and sub-categories of young hood to reduce homelessness. Transforming people’s sociopolitical strategies that emerged in our data-driven analysis were

The percent of study participants that suggested each type of strategy refined, similarities among the sub-categories at least once during interviews. (N=91 study participants.) became apparent across several of these broader categories. (See Figure 1.) Growing to Greatness 2008 61

In a review of the scientific literature on the These new categories were helpful in consid- Figure 4 social, moral, and political development of ering fundamental strategic concepts that Strategy Frequencies young people, I revisited a taxonomy of could be taught to help young people young people’s strategies for negotiating expand their strategic capacities across Strategy Type Frequency Percentage interpersonal relationships developed by content areas, leading to the development of Robert Selman (2003) and the Group for the the taxonomy of strategies described in Study of Interpersonal Development at the Figure 2. Data coded using the first data- Self Transforming 2671 44% Harvard Graduate School of Education. The driven coding scheme were reorganized into categories in Selman’s taxonomy paralleled these new theory-driven categories. Unilateral Other 1471 24% many distinctions I was finding in my data. Transforming Prevalence of Strategy Types I borrowed two key ideas from Selman’s As shown in Figure 3, all or nearly all of the Cooperative Other taxonomy in developing the new taxonomy 209 3% young people in this study suggested at least Transforming of sociopolitical change strategies for one active, self-transforming strategy (e.g. middle school youths used for this study. changing one’s own behavior, doing some- Passive Other These are the notions of “interpersonal 148 2% thing directly to help), unilateral other-trans- Transforming orientation” and “social perspective-taking.” forming strategy (e.g. asking others to do Interpersonal orientation designates Cooperative Self something), formal system-transforming 98 2% whether a strategy is designed to change Transforming strategy (e.g. changing rules, rewards or one’s own ideas or behavior, that of another, punishments), or informal system-transform- or both. Social perspective designates Mutual ing strategy (e.g. generating ideas in a group, 185 3% whether the strategy requires considering Transforming organizing for collective action). Half or others’ points of view in one’s own choice of more of study participants suggested each of actions. Building on these ideas about Informal System the other types of strategies at least once. 523 8% negotiating interpersonal relationships, I Transforming applied them to the negotiation of roles in Figure 4 shows the prevalence of each groups, institutions, and the community. strategy type as a percentage of all the Formal System 885 14% strategies suggested by study participants. Transforming

The frequency with which each type of strategy was suggested by study participants, as a percent of all the strategies suggested by all participants. (N=6,914 suggested strategies.) 62 Middle School Youths as Problem-Solvers

UNILATERAL SELF- AND The fourth most common type of strategies LESS COMMONLY SUGGESTED STRATEGIES OTHER-TRANSFORMING STRATEGIES (8 percent) involved changing informal Passive other-transforming strategies were As a percentage of all the strategies study systems. Common among these were build- less common as a percentage of all strategies participants suggested, the most common by ing teamwork or cooperation within a sports suggested (2 percent). Most of these strate- far were self-transforming strategies (44 team or other organized group, organizing gies involved changing one’s own actions — percent) in which young people suggest fundraising events, or organizing others for working harder at school, for example, in the changing their own behavior to directly collective action (like a neighborhood hope that doing so will encourage others to affect an issue (e.g. pick up trash, not cleanup). For example: “[What else do you do the same. For example: “I shouldn’t like, instigate fights, donate money). For example: think it would take to make more kids help out like skip and stuff like that, like miss my classes … “We have many different races on my block. senior citizens?] … have everybody meet in one because I am a higher eighth grader, showing the Hispanics, and, you know, things like that. So I place and have everybody do a community thing to sixth graders, it’s like fun to skip, you should skip don’t treat anybody differently than what I would help out all the senior citizens and not let the senior too … next thing you know everybody’s out in the want to be treated …” citizens come to the meeting as a surprise for them.” hallways skipping and that just gives a bad role.”

The second most commonly recommended Another less-commonly suggested type of Strategies that were not suggested by all study strategies were unilateral, other-transform- informal system-transforming strategy was participants were also less common as a ing strategies (24 percent), in which the bringing people together to generate ideas percentage of all the strategies, including actor tries to get others to change their in a group. This involved people working cooperative other-transforming strategies (3 ideas or behaviors by voicing his or her together to construct goals and ways of percent); cooperative self-transforming opinions or by asking or telling others to do achieving those goals, instead of the actor strategies (2 percent); and mutual transform- something. For example: “People that provoke trying to get others to see or do things his or ing strategies (3 percent). However, as fights, tell ‘em to stop.” her way. For example: “You don’t have to have discussed earlier, up to half of study partici- your own idea … you’ll get all of ‘em together, pants suggested each of these types of The third most common strategies involved and say, ‘What could we do to help our commu- strategies at least once. transforming formal institutional systems (14 nity? What could we do?’ Then you give your Cooperative other-transforming strategies percent). Common among these strategies idea, they give theirs, and when you have that suggested by study participants (3 percent) were changing rules, rewards, and punish- idea that you just want, and you all agree with, took into consideration the wants, needs and/ ments; providing new extracurricular activi- you go with it like that.” ties; and increasing security. For example: “… or perspectives of others in order to persuade [D]o after school programs there and stuff like that them to do what the study participant wanted so the little kids can stay out of trouble and stuff like them to do. For example: “[What do you think is that. They get help with their homework and stuff.” the best way to change the recess thing?] Talk to the school board. [And what would you talk to the Growing to Greatness 2008 63

school board about?] A certain amount of schools don’t have recess because of something that hap- pened in the past in the last generation, but now this is a new one, so they could change it back to see what we’d do instead of what the people did last year or the year before that. And ask the school board that we need recess because the kids are too hyper after lunch and they won’t listen and they talk back because they have too much energy, running around the school, being late.”

Cooperative self-transforming strategies (2 percent) involved listening to others or asking others to share their ideas in order to inform the actors’ ideas or behaviors. For example: “I don’t like doing everything my way. I try to listen to somebody else first. Then see how I can make it better.”

Mutual transforming strategies suggested by kevin jenkins study participants (3 percent) were mostly of After exploring the issue of community revitalization, Young Heroes put what they learned to action through service, two types. One involved learning more about working to beautify a local community garden. the perspectives of others through dialogue, negotiation, or compromise. These strategies about it and discuss some of the aspects of the when you get to know another person, you won’t required that both individuals and groups be classroom … To avoid them ignoring us … we be like, ‘I don’t like her because that outfit she’s willing to change their goals, behaviors, and/ couldn’t have the outrageous things that we want, wearing is so lame.’ And then like, other people’ll or opinions based on the outcome of the but we would have to come to a compromise … be like, ‘Don’t talk to me like that!’ And get into dialogue, rather than the actor expecting the between the students and the teachers. Something this little fistfight or catfight. And then, like, it’ll other person or group to do what he or she that’s not too crazy and not too boring.” stop arguments … it doesn’t reduce most fist- fights, but it reduces, like, not all of it but it does wants them to do. For example: “We could really The other common type of mutual-trans- some of it. Just piece by piece until you get it all discuss if we’re really learning anything. It would forming strategy suggested by study partici- done. So it helps it out.” kind of be like, I’m not going to say a debate, because pants involved developing reciprocal we don’t want to debate; but we would probably talk relationships. For example: “… [B]ecause 64 Middle School Youths as Problem-Solvers

Discussion and Implications To effectively inform programming that All the strategies represented in the taxon- promotes the development of a full reper- omy are important for effective citizens and toire of social and political change strategies, leaders to consider in their efforts to affect further research is needed to learn how these political and social change. There are a repertoires are impacted by the experiences, multitude of examples in which formal challenges, and supports to which young policies failed because policy-makers didn’t people are exposed as they transition to consider the need to build the specific adulthood. The study presented here offers a relationships and broad-based social cohe- qualitative analysis of study participants’ kevin jenkins sion required to make those policies effec- change strategies. The taxonomy of strategies A Young Hero beautifies an outdoor play area in partnership developed in this study will facilitate future with the Sustainable South Bronx in New York City. tive. Similarly, the impact of grassroots relational initiatives is sometimes limited by a research using a mix of quantitative and failure to identify strategies for formal system qualitative methods to measure differences change that could help leverage the impact in the strategic repertoires of young people and sustainability of their efforts. growing up in different social contexts, and to explore pathways through which those Yet the strategies that were less commonly differences emerge, including participation suggested by participants in this study are of in a service-learning program. particular importance for citizenship and leadership in the 21st century. Democracy Ultimately this future research can inform in a multi-cultural age requires that citizens educational efforts to meet diverse young with diverse interests, values, and experi- people where they are and help them ences come together to find common expand their strategic repertoires to include ground, to identify shared social and strategies that are critical for affecting social political goals, and to construct workable and political change. plans to achieve those goals (Search Insti- tute 2007; Wheeler 2007; Youniss et al. 2002; Haste 2003; Stanford Center on Adoles- cence 1999). Achieving these goals requires cooperative, mutually transforming, and informal systems-changing strategies. Growing to Greatness 2008 65

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Service-Learning in Latin America Past and Present

María Nieves Tapia In the United States, many authors have written histories of service-learning with rela- CLAYSS, the Latin American Center tively few references to developments in other parts of the world. Yet service-learning is part of for Service-Learning a worldwide educational reform effort. From the Mexican servicio social program to the vast student service programs of India, the peraj tutorial program in Israel to National Youth Service in Kenya, the development of youth service programs with educational content has María Nieves Tapia, Ph.D., is founder and grown exponentially in the last century, especially in Latin America (IANYS 2002; ICP 2007). Director of CLAYSS, the Latin American

Center for Service-learning and the The following pages present a history of ing in Latin America has been informed and co-founder of the Ibero-American Service- service-learning or aprendizaje-servicio1 in inspired by the confluence of diverse theo- Learning Network, which seeks to connect Latin America within the context of key retical influences from John Dewey to Paulo service-learning organizations across the developments in other parts of the world, Freire, from constructivism to the theory of Americas and the Iberian Peninsula. recognizing both the external influences multiple intelligences (Tapia 2006). that have shaped its growth and the contri- Actual service-learning practices in this Translated by Jacqueline Heap. butions that the many forms of aprendizaje- region have generally arisen from the interac- servicio have made to the greater service- tion of innovative practices that were initi- learning movement. ated by educational institutions and nongov- Background on “Aprendizaje-Servicio” ernmental organizations. Furthermore, in each national context, educational policies International antecedents of the theory and have contributed to the legitimization, practice of service-learning are numerous visibility, and strengthening of these practices and arise from various cultural contexts. — or, in some cases, to their discouragement. From a theoretical standpoint, service-learn-

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 67

Early Latin American Antecedents Another of the earliest developments in The first significant manifestations of service- Latin American service-learning is the learning practice in Latin America can be creation of “servicio social” in Mexican found at the turn of the twentieth century universities at the beginning of the twenti- with the diffusion of the “university extension eth century. Within the framework of the movement,” which set the stage for the Mexican Revolution, the Constitution of development of social activism in the field of 1910 established servicio social obligatorio or higher education (Gortari 2004). In the obligatory social service to be rendered by Before delving further into this history, it is context of the student revolt and subsequent graduating university students. Beginning in important to recognize that cultural and university reforms born in Argentina at the 1945 university students were required to historical circumstances influence how Universidad de Córdoba in 1918, three complete between 100 and 300 hours of service-learning is thought about in Latin central functions of the university were social service before receiving a diploma, a America, and the words used to describe it defined: instruction, investigation, and requisite that is still in effect today (Gotari 2004). Although has experi- (Tapia 2003). Often referred to as aprendizaje- “extension.” While the majority of commu- servicio social enced a number of challenges in its actual servicio solidario, the idea of solidaridad2 is a nity projects that developed from the area of application and does not always generate key concept in Latin American service-learn- university extension service were not linked service-learning projects in the strictest ing. As a “pedagogical methodology whereby with formal academic content, the projects sense, it is nevertheless one of the most students develop solidaridad,” aprendizaje-servi- generally allowed for the application of prominent antecedents of service-learning cio is meant to “serve a real need of the curricular goals through the practice of (SEP 2001; ANUIES 2000). community, improve the quality of academic professional internships. These opportunities learning, and spur the formation of personal to serve the community opened the door, in values and responsible citizenship,” but also many cases, to projects that have since been strives to “overcome the usual power differen- described as service-learning. tials established in the donor/recipient relationship, distancing itself from patterns 1 Aprendizaje-servicio is the term most commonly used for the theory and practices of service-learning. However, Brazil generally refers to this concept as of beneficence or patronage” (CLAYSS; Tapia voluntariado educativo (Faça Parte 2007).

2003). This focus on working hand-in-hand 2 It is difficult to translate solidaridad into English. In terms of service, solidaridad (solidariedade in Brazil) means working together for a common cause, helping for a common cause is a prevalent character- others in an organized and effective way, standing as a group or as a nation to defend one’s rights, facing natural disasters or economic crisis, and doing it hand in hand. Solidaridad is one of the values South Americans cherish most, and it is the common flag of both new and old volunteer organizations in our emerging istic of service-learning in Latin America. civic societies (McBride et al. 2003). It means “serving together” more than “doing for others” (Tapia 2003). 68 Service-Learning in Latin America: Past and Present

Meanwhile, in other parts of the world, Interestingly, the ideas that James outlines in Among the oldest of these groups are the efforts were emerging that traced similar his work were not limited to the Americas. Civilian Conservation Corps, established by but unique paths to service-learning. In These concepts were put into practice during Franklin D. Roosevelt in 1933 (Eberly 1988; 1906, four years before the Constitution of the Second Boer War (1899-1902) by a Titlebaum et al. 2004), and Voluntary Service Mexico sanctioned social service, William 30-year-old Indian lawyer named Mohandas K. Overseas, which was founded in 1958 by James — psychologist, philosopher and one Gandhi. Living in South Africa during this era Maura and Alec Dickson in Great Britain of the inspirations of modern pacifism — of conflict, Gandhi had already begun his first (VSO 2007). VSO was created around the published an article entitled, “The Moral actions of passive resistance against Apartheid same time as its national counterpart, Equivalent of War” (James 1906). While by refusing to participate in military action, Community Service Volunteers, which was James condemned war and militarism, he instead organizing a fleet of ambulances and the predominant volunteer organization in also noted that obligatory military service directing a division of the Red Cross (Fischer Great Britain and one of the first to drive allowed young people to develop values 1953). In the 1960s the influence of James service-learning in that country (CSV 2007). such as the desire to serve one’s country and and Gandhi converged in social movements The Dicksons were also instrumental in a sense of belonging and cooperation. that gave rise to service-learning. advising the administration of President John James postulated the creation of a “civil F. Kennedy in the organization of youth service” that would be the “moral equiva- Youth Service Corps (1930-1969) volunteer programs in the United States lent” of military service and would provide Between 1930 and the early 1960s youth (NYLC 2007). The Peace Corps was created an avenue for young people to feel empow- service corps conceptually related to James’ in 1961, and Volunteers in Service to Amer- ered and inspired to contribute valuable idea of “civil service” sprang up in many ica followed in 1964. Both organizations services to society. James’ ideas heavily parts of the world and constituted another involve university students and recent impacted the conscientious objector move- important category of service-learning graduates in working voluntarily for one or ment that spread after WWI, in Latin antecedents. With varying degrees of two years in international and domestic social America and elsewhere, and inspired curricular integration as well as other programs (Eberly 1988; Wofford 1992). diverse forms of youth service and volun- recognized elements of service-learning, teerism — direct antecedents of service- many of these programs resulted in service- learning (Eberly 1988; Eberly and Sher- learning projects and created a culture of raden 1990; Puig-Palos 2006). volunteerism which paved the way for the service-learning movement. Growing to Greatness 2008 69

As the Peace Corps began to take hold in the United States, Fidel Castro established Brigadas de Alfabetización [Literacy Brigades] in Cuba in 1960, a program in which more than 100,000 high school and university students were enrolled to serve as alfabetiza- dores [literacy educators] in rural communities (Gómez García 2005). Other youth corps sprung up in the Caribbean as well, such as the National Youth Service Corps Pro- gramme that was established in Jamaica in 1973 (NYS 2007). Amongst other youth service programs, the Corps Programme involves approximately 2,000 young people each year in a seven-month training program that includes a curriculum of work and life skills, as well as service activities (McCabe and Addys 2007).

The Caribbean experiences have much in common with the national youth service movement in Africa that arose in the 1960s. Fuentes Florencia In the workshops of various Argentinian technical schools, students design and produce orthopedic apparatuses for people The corps of young people operated as with physical disabilities who do not have the resources to purchase them. alternatives or complements to military service, incorporating a combination of One of the oldest of these African youth schools and centers that they later apply in military discipline and community service service corps is the National Youth Service of projects related to the National Development activities. These programs facilitated the Kenya. Implemented in 1964, one year after Plan (ICP 2008). This intersection between attainment of knowledge and its applica- Kenya gained national independence, the service and learning is demonstrated in other tion, though in some cases these “battal- NYS still gathers close to 2,000 young people African youth service corps as well, such as ions” also utilized youths to attain political annually, most of whom have abandoned those established in Nigeria and Ghana for objectives (Obadare 2005). formal education. The program provides university students in the 1970s (Tapia 2000; young people with vocational training in IANYS 2002, 2003; Obadare 2005), and 70 Service-Learning in Latin America: Past and Present

While reflecting international currents of interest, the birth of service- While reflecting international currents of interest, the birth of service-learning in Latin learning in Latin America is richly informed and adaptive to its own America is richly informed and adaptive to its particular contexts, leading to an abundant variety of practices. own particular contexts, leading to an abundant variety of practices. This is suggested in the immense range of terminology that is used especially the Tirelo Setshaba (National of Youth Affairs and Sports 2007). While the to describe similar experiences, such as those Service) program that was established in focus of the program is community service, that developed at the university level: servicio Botswana from 1980 to 2000 for middle many of the resulting experiences could be social in Mexico, trabajo comunal in Costa Rica, school students in their last year of study considered service-learning because of the experiencia semestral de practices sociales in (Eberly 1992; IANYS 2000). high educational content of the trainings. Colombia, and many others (CLAYSS, 2002). Nevertheless, the term “service-learning” has In 1969, on the centenary of Gandhi, India’s The Birth of Service-Learning and become increasingly more common among Minister of Youth Affairs and Sports created Strategies for Service-Learning specialists of the region. the National Service Scheme. This student Promotion in Latin America (1967-1997) social service program is considered to be Within individual Latin American countries, among the oldest continuously running Some of the earliest uses of the term “service- service-learning generally originated in the programs with the largest participation in the learning” date back to 1967 when William educational institutions themselves. Pioneer world (Ministry of Youth Affairs and Sports Ramsay, Robert Sigmon, and Michael Hart programs arose in higher education (Mex- 2007). Through this two-year program, employed the term to describe a local devel- ico, Costa Rica, and Colombia); secondary university students volunteer 120 hours of opment project led by students and teachers schools (Argentina, Chile, and Bolivia); and service each year in their local communities. of the Oak Ridge Associated Universities in also in primary schools (Uruguay). These The NSS partially finances the related travel Tennessee. The expression was solidified in initial programs spurred the implementa- expenses of the students and supports 14 1969 in Atlanta, Georgia, when a combination tion of wide-ranging strategies of service- training centers in distinct regions of India. of city, state, and federal organizations learning promotion with varying degrees of Initially in collaboration with 37 universities, sponsored the first service-learning confer- success. With its achievements and setbacks, NSS now works with more than 175 universi- ence. At this conference, service-learning was Latin America’s mandatory service-learning ties and 7500 colleges, and has expanded to defined as the integration of the accomplish- requirements, incentive-based recognition middle schools as well (IANYS, 2002; Ministry ment of the tasks that meet human needs with programs, and the work of nongovernmen- conscious educational growth (Eberly 1988; tal organizations and networks provide Titlebaum et al. 2004). noteworthy models of service-learning practice and promotion. Growing to Greatness 2008 71

Mandatory Service-Learning The process of formalizing obligatory In addition to secondary school requirements, Requirements practices of student service in Latin America Venezuela also approved a compulsory service- and the Caribbean accelerated after the late learning measure in higher education with During the 1970s Latin America and other 1980s. In 1988 the Dominican Republic the Ley del Servicio Comunitario Estudantil parts of the world experienced an enormous launched an extensive national forestry [Student Community Service Act]. The policy increase in the growth of student social campaign to combat deforestation, requiring required all students to complete 120 hours of service programs and spontaneous “solidar- middle school students to complete 60 hours service through service-learning projects ity initiatives” developed by schools and of forest-related service in order to graduate. approved by the university. Projects under this universities, many of which were compul- Eventually, this requirement was extended to new legislation were implemented for the first sory. One such program was instituted at the other social causes at the discretion of the time in the second academic semester of 2007. University of Costa Rica by a policy that schools and students. mandated students to complete 300 hours The mandatory service-learning requirements of trabajo communal [communal work] Similarly in Nicaragua, the 1996 Ley General established throughout the 1980s and 1990s before graduating from high school, and an del Medio Ambiente y Recursos Naturales [Envi- have had a wide range of impacts on educa- additional 150 hours in order to obtain a ronment and Natural Resources Act] tional systems, communities, and students university diploma (Gonzalez 1998). The required secondary school students to alike. In some countries these policies were close curricular integration and efficient complete 60 hours of ecological service in accompanied by specific orientation and multidisciplinary framework of the Costa order to graduate, contributing to the training programs that encouraged the Rican Trabajo Comunal Universitario enabled expansion of student ecological brigades successful diffusion of community service it to be one of the first clear-cut models of (Nicaragua 1996). Recently, this service initiatives. Yet in other cases, the mandatory service-learning in the region. requirement was rearticulated and incorpo- service requirement became little more than a rated into the National Literacy Campaign formal or bureaucratic regulation, failing to (Ministerio de Educación, Cultura y achieve effective implementation. In general, Deportes 2006). Student social service also it could be said that the current cultural became established as a requirement for context of Latin America tends to reject these secondary school graduation in El Salvador types of mandatory service-learning require- (1990), Colombia (1994), Panama (1995), ments when imposed by military or authoritar- and Venezuela (1999). ian governments, or when perceived as a means of using student projects to achieve specific political goals. 72 Service-Learning in Latin America: Past and Present

The Role of Nongovernmental Between 2004 and 2006 a program financed Today this model is being replicated in other Organizations by the Inter-American Development Bank parts of Latin America through Opción allowed for the establishment of a group of Latinoamerica and other national versions of Although nongovernmental organizations service-learning training specialists in Argen- the program, such as Opción Venezuela. often act in conjunction with formal govern- tina, Bolivia and the Dominican Republic who ment-sponsored initiatives, it is important to worked with schools, youth organizations, and Incentive-Based Recognition Programs recognize the crucial role that these organi- other informal educational contexts. Service- Service-learning in some Latin American zations have served in the promotion of learning in Peru and Ecuador also spread countries has been promoted by a variety of student service and service-learning in Latin through nongovernmental organizations and incentive-based educational policies that American schools. governmental bodies, in both cases with the were designed for its adaptation to diverse One such example is Faça Parte, which assistance of CLAYSS — the Latin American contexts. Argentina provides a noteworthy promotes educational volunteerism in Center for Service-Learning. example, having developed an explicit alliance with the Ministry of Education and national policy in 1996 to promote service- Nongovernmental organizations in Latin local educational authorities through the learning in the educational system without America also play a significant role in the distribution of training materials that aid in establishing mandatory requirements. The diffusion of service-learning in higher the development of educational solidarity Premio Presidencial Escuelas Solidarias [Presi- education. Together with Faça Parte, Brazilian projects in Brazil. Service-learning was dential Award for Service-Learning organizations that stand out in the field of introduced in primary schools in Uruguay by Schools], initiated in 2000, and the Premio service-learning in higher education are an initiative of the Centro del Voluntariado del Presidencial de Prácticas Solidarias en la Universidade Solidaria and Aliança Brasil Uruguay [Uruguay Center for Volunteerism], Educación Superior [Presidential Award for Universitário. In Colombia, the organization an organization that also promotes service- Service-Learning in Higher Education], Opción Colombia promotes university students’ learning in secondary schools and institu- which were awarded for the first time in completion of a six-month professional tions of higher education. Likewise, the first 2004, established policies of recognition internship that includes elements of service- experiences of service-learning in Bolivia and evaluation for institutions that take the learning. More than 20 public and private were promoted by the Centro Boliviano de initiative in developing solidario projects. universities offer academic credit to partici- Filantropía [Bolivian Center for Philanthropy] The awards function as a tool to increase pants in this program with upwards of 4,000 in its capital city of Santa Cruz de la Sierra. the visibility of service-learning, spread best university students having passed through practices, and promote replication. this semestre servicio, which is carried out in rural and marginal zones of Columbia (Corporación Opción Colombia 2008). Growing to Greatness 2008 73

Beyond the Presidential Awards, Argentina’s three categories: service-learning, community Awards function as a tool Ministry of Education develops materials solidaridad, and school solidaridad. Many and teacher trainings that support service- Argentinean authorities and schools have to increase the visibility learning through the Programa Nacional been invited to these ceremonies, as prize- of service-learning, Educación Solidaridad [National Service- winning Chilean schools in turn have partici- spread best practices, Learning Educational Program]. The pated in the award ceremonies at Argentina’s Programa collaborates with CLAYSS and the 10th International Service-Learning Seminar and promote replication. Organization of Iberoamerican States to of 2007. The award continues to serve as a organize an annual International Seminar tool of recognition and diffusion of service- on Service-Learning in Buenos Aires, learning practices and student community Argentina. This seminar has served as a service in the Chilean educational system. principal source for service-learning infor- Since 2003 Brazil has presented the Selo mation in Latin America. Escola Solidária [Solidarity School Label], a In 2000 Chile also began to promote recognition and accreditation given to service-learning through a national educa- elementary schools that develop activities tional policy, Liceo para todas [High School and projects of student volunteerism (Faça for All]. The program aims to prevent high Parte 2007). This biennial certification was school dropouts and improve the quality of awarded for the third time in 2007. Between education by focusing on 424 of the most 2003 and 2005, more than 18,000 schools vulnerable high schools as defined by were certified, representing both public and student academic performance and socio- private institutions from every Brazilian economic backgrounds. state and academic grade level. This recognition, which prioritizes educational volun- Similar to Argentina’s Presidential Awards, teerism, is administered in collaboration Chile launched the Premio Bicentario Escuelas with the Ministry of Education of the Solidarias [Bicentennial Award for Service- Brazilian States and the Institute Faça Parte, a Learning Schools] in 2004, bringing together nongovernmental organization founded in secondary schools from across the country, 2001 to promote a culture of volunteerism both public and private. This award, which is and stimulate youth participation. granted annually by the Bicentenary Com- mission and the Ministry of Education, has 74 Service-Learning in Latin America: Past and Present

In 2006, on the International Day of Volun- Collaborative The Network aims to remain open, respect- teerism, the president of the Dominican Service-Learning Networks ing the identities of each member organiza- Republic, Dr. Leonel Fernández Reyna, tion while encouraging shared growth. The impulse for service-learning in Latin officially announced the creation of the Building from preexisting networks and America and the Caribbean in the last Premio Presidencial al Servicio Voluntario Juvenil practices, members strive to find links, decade has been generated by informal [the Presidential Award of Youth Volunteer generate synergy, and provide follow-up to networks of officials, social leaders, and Service]. This initiative was driven by Sirve established commitments. The Network is academics. The necessity of engaging in Quisqueya, an alliance of governmental, also a place of learning, dialogue, and more formal dialogues and collaborations to nongovernmental, and international organi- action that creates opportunities to develop strengthen national efforts and generate zations that promote youth empowerment and support service-learning. Among its more effective partnerships led to the and service-learning in the Dominican principal objectives is to offer real responses conception of the Ibero-American Network Republic. Some of these leaders have also to the necessities of Ibero-American educa- of Service-Learning, founded in Buenos participated in the aforementioned Interna- tion and promote participation in the Aires, Argentina, on October 29, 2005. tional Seminars developed in Argentina. spheres of civil society. The Ibero-American Network is currently Most recently, Uruguay also launched their Since 2005 the Network has convened four composed of 30 organizations, universities, Premio Nacional de Escuelas Solidarias [National times, three of those occurring in Buenos and government bodies from more than 15 Solidarity Schools Award] in 2007 for ele- Aires, Argentina, and the other organized by countries in Latin America, the United mentary and middle schools, promoted by NYLC at the 2007 National Service-Learning States, and Spain. This includes governmen- the joint action of the Centro de Voluntariado Conference in Albuquerque, New Mexico. As a tal bodies, such as the Programa Nacional del Uruguay and the Ministry of Education. way of concentrating the efforts of various Educación Solidaria of the Argentinean The CVU had been developing teacher sectors, service-learning networks like the Ministry of Education and its Chilean training and technical assistance programs Ibero-American network can provide a counterpart; nongovernmental organiza- for Uruguayan schools since 2002, with the framework for collaborative action in the tions, such as Faça Parte and Alianza ONG; assistance of Argentinean specialists. promotion of service-learning. universities from many countries in Latin America; and also two regional bodies that In addition to the Ibero-American Network, have contributed to the promotion of service- other networks in Latin America work to learning: the Organización Iberoamericana promote service-learning in higher educa- para la Educación, la Ciencia y la Cultura tion, such as Chile’s Universidad Construye and the Inter-American Development Bank. Pais, [University Builds Country]. Founded CLAYSS and the National Youth Leadership in 2001, this network is composed of 14 Council were elected to lead the Network. Chilean universities that work to strengthen Growing to Greatness 2008 75

and promote responsibilidad social universitaria REFERENCES Gómez García, C. (2005). La Alfabetización en Cuba, Inicio de un Proceso de Culturización de las Masas Populares. Achegas – Re- [university social responsibility] within Asociación Nacional de Universidades e Instituciones de Educación vista de Ciência Política, nº25. Available at www.achegas.net/ institutions of higher education. Superior (ANUIES). (2000). Programa Nacional de Extensión de numero/vinteetres/carmen_garcia_23.htm la Cultura y los Servicios. México: ANUIES. Available at http:// González, M. (1998). La Experiencia de Costa Rica desde la www.anuies.mx/f_extension/html/pnecs/40.html. Conclusion Universidad Nacional. In Ministerio de Cultura y Educación, Bendit, R. (1998). Escuela y Servicio Comunitario en Alemania Dirección de Investigación y Desarrollo Educativo. El Ser vicio a This article paints a picture of the rich and y Otros Países Europeos. In Ministerio de Cultura y Educación, la Comunidad como Aprendizaje Escolar. Actas del 1° Seminario Dirección de Investigación y Desarrollo Educativo. El Ser vicio a Internacional “Educación y servicio comunitario,” República varied history of Latin American service- la Comunidad como Aprendizaje Escolar. Actas del 1° Seminario Argentina. learning in the context of key developments Internacional “Educación y servicio comunitario,” República Gotari Pedroza, A. (2004). El Servicio Social Mexicano: Diseño Argentina. in the service-learning movement through- y Construcción de Modelos. Fifth and Sixth International CLAYSS. (n.d.) ¿Qué es Aprendizaje-Servicio? Available at http:// Service-Learning Seminar Proceedings. Buenos Aires, Argentina. out the world. Yet to use such broad strokes www.clayss.org.ar/as.htm. James, W. (1906). “The Moral Equivalent of War.” Available at to portray many unique experiences and Chile’s Bicentenario Awards. Available at www.bicentenario.gov.cl/ http://www.constitution.org/wj/meow.htm. practices does not capture “aprendizaje-servi- inicio/escuela.php. IANYS (International Association for National Youth Service). cio” in all of its forms and expressions. Community Service Volunteers (n.d.) About CSV. Available at http:// (2000). Proceedings from the 6th Global Conference. www.csv.org.uk/About+Us/. Jerusalem, Israel. Nevertheless, the trends, policies, and Corporación Opción Colombia. (n.d.) 2008. Nuestros Logros. IANYS. (2002). Proceedings from the 6th Global Conference. Available at http://www.opcioncolombia.org/logros.htm. Buenos Aires, Argentina. practices of this region are instrumental in Corporation for National and Community Service. (n.d.) IANYS. (2003). Proceedings from the First African Regional the development and diffusion of service- AmeriCorps*VISTA — Working to Provide Long-Term Solutions to Conference. Accra, Ghana. learning around the world. Latin America’s Poverty. Available at http://www.nationalservice.gov/about/ Innovations in Civic Participation. (n.d.) Kenya. Available at programs/americorps_vista.asp. focus on solidaridad, its rich history of http://www.icicp.org/index.php?tg=articles&idx=More&topics= Eberly, D.J. (1988). National Service: A Promise to Keep. Rochester, 44&article=79. service programs and policies, the abound- New York: John Alden Books. McBride, A.M., Benitez, C., and Sherraden, M. (2003). The Forms ing number of collaborative organizations Eberly, D.J. (1992). National Youth Service: A Global Perspective. and Nature of Civic Service: A Global Assessment. Research and networks, and legitimization of service- Washington, D.C.: National Service Secretariat. Report. St. Louis: Center for Social Development, Washington University. Eberly, D.J., and Sherraden, M. (Eds.). (1990). The Moral Equivalent learning through its incorporation in of War? A Study of Non-Military Service in Nine Nations. McCabe, M., and Marte, T.A. (2007). Lecciones Aprendidas al Desar- preschool and university classrooms alike, Westport, CT: Greenwood Press. rollar Alianzas para Optimizar el Servicio Juvenil en el Caribe. In H. Perold, and M.N. Tapia (Eds.). Servicio Cívico y Voluntariado hold a special place within the worldwide Faça Parte (n.d.) 2007. Selo Escola Solidária. Available at http:// en Latinoamérica y el Caribe. Service Enquiry/Servicio Cívico www.facaparte.org.br/ses.asp. service-learning movement. y Voluntariado Volumen 2.CLAYSS-CSD-ICP-VOSESA Fischer, L. (1956). La Vida de Mahatma Gandhi. Buenos Aires: Peuser. 76 Service-Learning in Latin America: Past and Present

Ministry of Youth Affairs and Sports, Government of India. National Tapia, M. N. (2006). Aprendizaje y Servicio Solidario en el Sistema Service Scheme: An Educational Experiment in Community Educativo y las Organizaciones Juveniles. Buenos Aires, Service. Available at http://yas.nic.in/yasroot/schemes/nss.htm. Argentina: Editorial Ciudad Nueva. Ministerio de Educación, Cultura y Deportes. (2006). Informe del Titlebaum, P., Williamson, G., Daprano, C., Baer, J., and Brahler, J. MECD: Logros 2002-2006 Managua, Nicaragua: Ministerio de (2004). The Annotated History of Service-Learning: 1862-2002. Educación, Cultura y Deportes. Available at www.servicelearning.org/welcome_to_service-learning/ history/index.php. National Youth Leadership Council. (n.d.) About Alec Dickson. Available at http://www.nylc.org/feature.cfm?oid=4405. Volunteer Service Overseas. (n.d.) About VSO. Available at http://www.vso.org.uk/about/. National Youth Service. (n.d.) Organizational Profile. Available at http://www.nysjamaica.org/dynaweb.dti?dynasection=aboutus&d Wofford, Harris. (1992). Of Kennedys and Kings: Making Sense ynapage=orgprofile&PHPSESSID=1f402f3481fad0f9a5c2dc2efb of the Sixties. Pittsburgh: University of Pittsburgh Press. a9bda6. Obadare, E. (2005). Statism, Youth and Civic Imagination: A Critical Study on the National Youth Service Corps (NYSC) Programme in Nigeria. St. Louis: Center for Social Development, Global Service Institute, Washington University. Peace Corps (n.d.) About Peace Corps. Available at http://www. peacecorps.gov/index.cfm?shell=learn. Programa Nacional Educación Solidaria. Available at http://www. me.gov.ar/edusol/. Puig Rovira, J.M., and Palos Rodríguez, J. (2006, May). Rasgos Pedagógicos del Aprendizaje-Servicio. Cuadernos de Pedagogía, (357) 60-63. Secretaria de Educación Pública (SEP). (2001). Programa Nacional de Educación 2001-2006. México, D.F. Available at http://www. uach.mx/planeacion/docs/pne2001-2006.pdf. Tapia, M. N. (2000). La solidaridad como Pedagogía. Buenos Aires: Ciudad Nueva. Tapia, M N. (2003). ‘Servicio’ and ‘Solidaridad’ in South American Spanish. In Perold, H., Stroud, S., and Sherraden, M. (eds.). Service Enquiry: Service in the 21st Century. Johannesburg: Global Service Institute and Volunteer and Service Enquiry Southern Africa. Available at http://www.service-enquiry.org.za. Growing to Greatness 2008 77

Policy Matters An Introduction

Quality standards for service-learning practices lead to quality outcomes for young Peter Levine, the director of the Center for Information and Research on Civic Learn- people and their communities. Equally essential to quality growth are federal, state, and local ing and Engagement, discusses the key policies. Supportive policies bring media attention, carry appropriations, and mandate account- relationship between meaningful research ability which — in turn — aids researchers in understanding student and community outcomes. on service-learning and effective public policy. Connecting these often-disconnected Thus research, policy-making, and effective practice are all intimately connected. arenas, Levine details how research can inform the development of policy. In this section, several authors comment on Jon Schroeder, a former advisor to U.S. the advances that have encouraged service- Senator Dave Durenberger (R-MN), who Finally, Thomas Leeper, research assistant learning at the state and federal levels, was instrumental in the design of the at NYLC, reviews the status of service-learn- assess current policy needs, and offer National and Community Service Act of ing policy initiatives in a sampling of states insights for the future. 1990, situates service-learning amidst and offers insights into how stakeholders current education policy issues. Now, in a can situate advocacy efforts in other Twenty-five years after the founding of the political environment that focuses heavily education legislation. National Youth Leadership Council, Stina on the teaching of “core” subjects and on Kielsmeier reviews the history of the measuring student performance through organization and its role in advocating for standardized tests, he offers his thoughts on effective service-learning policies in Minne- the continued importance of policy to foster sota and nationally. service-learning practice.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org 78

Persistent Voice, Continuing Vision 25 Years of the National Youth Leadership Council

Stina Kielsmeier T he ground covered in 25 years is impressive. Service-learning has moved from a National Youth Leadership Council few isolated classrooms to a national education movement that engages millions of students annually. Today the United States has many national service and service-learning organizations, a domestic service corps program, and federal funds earmarked to support schools Stina Kielsmeier worked as a communica- engaged in service-learning. tions assistant at the National Youth Leadership Council. She recently took a Looking back at the legislation that has Origins position at Lutheran Social Service in made these changes possible, many policies In 1984 NYLC convened the first meetings Minneapolis where she helps refugees reflect the involvement of the National and conferences on service and service- Youth Leadership Council. Since 1983 find affordable housing and employment. learning in Minnesota. Unlike service NYLC has actively promoted a service policy Stina has studied migration issues in movements in other parts of the country, agenda that has shaped the direction of NYLC advocated for a state model that Egypt and worked with the UNHCR in a service-learning. “[We saw] the field literally encompassed school, campus, community- Kenyan refugee camp. grow up before our eyes in large part due to based, and full-time service spheres. This this policy work and its subsequent impact comprehensive approach, known as the on growth in the field,” says Mark Langseth, Minnesota Youth Service Model, was former NYLC operations director and designed to bring “community service currently assistant vice president for opportunities to every young person grow- development at Portland State University. ing up in the state from kindergarten through college, or for non-college bound young adults in a full-time service corps.”

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 79

Governor Rudy Perpich also appointed a Task Force on Youth Service and Work in 1985, the first of its kind nationally. A report issued by the state-appointed commission on service became the basis for later legislation. The efforts of MYSA paid off when the Minnesota State Legislature passed the resulting Minnesota Youth Development Act in This holistic model brought together a 1987. This bill gave school districts levying diverse coalition of organizations who, in power to generate local funding for service 1985, formed the Minnesota Youth Service programs that engaged young people, Association, chaired by NYLC President Jim teachers, and community members. State Kielsmeier. MYSA was dedicated to provid- levying power was bolstered again through ing an ethos of service where giving of one’s state legislation in 1989 and 1993. time and talents to meet the needs of the NYLC’s work in Minnesota was paralleled by community would be a commonplace efforts in other states, particularly Massachu- experience, available at every level of school setts, Maryland, Pennsylvania, Vermont, and and through the community. Washington. These early leaders came The coalition developed a state service bill together in the firstNational Service-Learning and, in the words of former NYLC publica- Conference hosted by NYLC in 1989, with fund- tions director Rich Cairn, “relentlessly ing from the Kellogg Foundation. Together, pounded the halls of the Minnesota Capitol this coalition helped push a national agenda. to make sure that Minnesota students, teachers, youth workers, and communities got the resources they needed to create service-learning programs.” Service-learning has moved from a few isolated classrooms to a national education movement that engages millions of students annually. 80 Persistent Voice, Continuing Vision: 25 Years of the National Youth Leadership Council

None of the national National and Community In 1993, with strong support by incoming Service Act of 1990 President Bill Clinton, the National and work would have Community Service Trust Act was passed and Federal politicians, including Minnesota signed into law, transforming the Commis- succeeded without Senator Dave Durenberger, noticed the work sion into the Corporation for National and solid policy grounding at the state level. “As the first Republican Community Service. Senators Durenberger co-sponsor to the national legislation, the at the state level. and Paul Wellstone from Minnesota joined Senator’s main condition was that Senator Kennedy to support the legislation that Edward Kennedy and the others listen to created AmeriCorps, Senior Corps, and the what Minnesota’s experience had to say,” says Learn and Serve America programs. “None Cairn. “I credit Jim [Kielsmeier] with uphold- of the national work would have succeeded ing an unbending vision of quality service- without solid policy grounding at the state learning and faith in young people and their level,” said Langseth. teachers throughout the many policy strug- gles; it was this vision that caught Senator Supporting Policy through Infrastructure Durenberger’s imagination.” Since 1993 NYLC has centered its policy work The senators paid attention to Minnesota’s on building infrastructure to support the experience when they created the National federal programs. In particular, growth of the and Community Service Act of 1990, which National Service-Learning Conference — from provided the first federal dollars for service- just 200 people representing a dozen states learning programs and established the to nearly 3,000 participants from all 50 states Commission on National and Community — has been central to the service-learning Service. The Commission adopted the movement, providing a platform for politi- Minnesota Youth Service Model’s compre- cians and educators to rally around key hensive approach of supporting four streams programs and push a common agenda. of service: service-learning programs for K-12 youths, secondary education service programs, full-time service youth corps, and national service demonstration models. Growing to Greatness 2008 81

In the 1997 Presidents’ Summit for Ameri- The Next 25 Years ca’s Future, NYLC advocated that service be NYLC is committed to helping lead federal among the primary promises now adopted and state policy efforts by developing sound by Colin Powell’s America’s Promise Alli- models and clear evidence, documented ance. As a result, service policy achieved through G2G, over the organization’s next 25 another pillar of support. years. It is currently participating in a national service-learning coalition to “pres- In addition to this policy work, NYLC has ent policy options on service-learning for the added depth to the field by leading the next president,” says Kielsmeier. development of professional standards for service-learning: first in 1997 with the In particular, NYLC plans to help advance Essential Elements and again in 2007 with the global appeal of service-learning by Principles of Effective Practice for K-12 developing an international version of Service-Learning. These principles have been G2G. It will expand its work through vetted over the past year by professional relationships with policy leaders in interna- groups nationwide, refining and translating tional organizations including the World them into the new K-12 Service-Learning Bank, Youth Service America’s Global Standards for Quality Practice released on Youth Service Day, the International pages 10-11 in this volume of Growing to Association of National Youth Service, Greatness 2008. These standards, along with Ibero-American Service-Learning Alliance, G2G, provide the substance and rationale for and Innovations in Civic Participation. greater professionalism supporting service- Kielsmeier sees future work focusing on learning practice, as well as guidelines for “backing up claims for service-learning with future research and policy development. solid research and good examples,” critical factors in advancing policy; adding, “In part, this is why NYLC launched G2G.” 82 Persistent Voice, Continuing Vision: 25 Years of the National Youth Leadership Council

NYLC 25-Year Milestones

NYLC incorporates as a nonprofit organization established at the University of Minnesota. NYLC publishes “Growing Hope,” the NYLC founds National Youth first service-learning guide including Leadership Training, an intensive NYLC leads 1,300-mile Missis- field-tested curricula. summer experience in diversity sippi River canoe expedition training and service-learning for celebrating United Nations NYLC launches the National Service- NYLC hosts first Governor’s Youth Service Recognition high school youths. International Youth Year. Learning Initiative to address the growing celebration, an event that has been held every year since. needs of the service-learning field. 1983 1985 1988 1991

Minnesota Youth NYLC hosts first National Development Act, Service-Learning 1984 1987 1989 1990 spearheaded by NYLC, Conference at the passes, allowing school University of Minnesota. districts to levy for funding to support NYLC holds first National youth service. This is Service-Learning Teacher the nation’s first Institute. NYLC leads effort state-funded youth to develop a service initiative. comprehensive Minnesota youth service model.

National Youth Leadership Camp NYLC helps write service-learning provision network, NYLC’s for National Community Service Act. first offshoot, launches programs in four states. Growing to Greatness 2008 83

NYLC advises Clinton transition team on creation of Learn and Serve America grant program.

NYLC launches the Generator School NYLC launches National Project, a national service-learning and Service-Learning Exchange, education reform demonstration project. a network of peer advisors.

NYLC offers first service-learning NYLC leads development of the immersion summer school program, “Essential Elements,” the first NYLC Summer WalkAbout program initiated in WalkAbout, through Minneapolis nationally accepted standards NYLC initiates Y-RISE: The Ser vice-Learning five Gulf Coast sites following Hurricanes Public Schools. for service-learning. and HIV/AIDS Prevention Initiative. Katrina and Rita. 1992 1998 2003 2006

NYLC named NYLC implements NYLC NYLC kicks off Growing technical National Youth partners to Greatness (G2G): The 1993 1994 2002 2004 assistance Leadership 1999 with Saint State of Service- 2007 provider for Training model Paul Public Learning Project, which Corporation in Kenya. Schools to develops and publishes for National develop annual research reports. and Community district-wide Service and service-learning launches K-12 program. NYLC offers first annual World National Service- Forum on Service-Learning. Learning Clearing- house, based at NYLC partners with State Farm® on the University of first National Teen Driver Safety NYLC Partners with State Farm® on Minnesota. Summit in Washington, D.C. Project Ignition, a youth-led national teen driver safety initiative. NYLC, in collaboration with the National Service-Learning NYLC hosts first National Urban Partnership, launches Service- Institute on Service-Learning. Emerging Leaders Initiative. 84 Chapter Title Goes Here

Supporting Service-Learning Through Policy

Jon Schroeder Experienced service-learning advocates and practitioners know the conditions that help Education|Evolving ensure a successful service-learning program: engaged and well-prepared teachers, empowered and motivated students, planning time and resources, strong community connections, and meaningful approaches to reflection. All these conditions are essential. Jon Schroeder is the coordinator of Education|Evolving, a St. Paul-based joint But, how do we ensure such an infrastruc- Current Policy Issues ture is sustained over time? How do we venture of the Center for Policy Studies and Because of the central role that state govern- ensure they are not overwhelmed by Hamline University. He is also a former ments play in K-12 education, sound state organizational resistance to change — or NYLC board member and chair. As an policies on service-learning are critical. On stifled by rising pressures to produce easily page 98 Thomas Leeper lists a number of advisor to U.S. Senator Dave Durenberger reported gains on traditional measures of public policies that directly impact the (R-MN), Schroeder was instrumental in the school and student success? growth and success of service-learning in design of national and community service One critical answer is sound public policy states and districts around the country at the and service-learning legislation that was that establishes and protects the central role time of this publication. adopted in 1990 and 1993. of empowered educators and students, But there’s also the “bigger picture” debate strong links to the community, and the now going on among policy leaders, educa- authority in each school and classroom to tors, and the general public — in Washing- use a variety of strategies to improve student ton, D.C., in state capitals, and in communi- learning and enhance civic responsibility. ties all across America: the debate around school governance, accountability, and the importance of high-quality teaching.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 85

teachers and administrators and broadened and parents to choose — new and different learning opportunities for students. Federal kinds of schools that would be more autono- and state policies also expanded access for mous and could better meet the varying students from lower income families and needs of students. A quid-pro-quo of this students with disabilities. And states autonomy would be increased accountability increased their financing and reduced for improved student learning. inequities between areas with lower and Two decades later thousands of new, more higher concentrations of wealth. autonomous public schools have been created This is not an idle discussion among academ- After World War II, huge additions were by districts directly and through chartering ics or authors of the next required text in made to the physical capacity of a system that and contracting. Most of these new schools civics and government. Resolved correctly, was forced to absorb millions of new students are much smaller than their traditional each of these issues could significantly in rapidly growing urban and suburban counterparts. Many have opted to use service- influence the viability of service-learning as a America. All these changes were accompa- learning and a variety of other innovative mainstream tool for improving student nied by larger schools and districts and more teaching and learning methods involving learning. Done wrong, these issues could direction and decisions made centrally. projects, technology, community partnerships, significantly stall service-learning and dilute and other means of engaging and empower- This dominance of bigger and more central- the progress that has already been made. ing both students and their teachers. ized schooling began to change in the These issues and related initiatives will mid-1980s when the focus of policy-makers Charter schools have been the largest and determine nothing less than: school-level began to shift beyond access and capacity to most contentious evidence of a change from autonomy and scale; how we measure results. We were told we were “A Nation at the historic trend toward larger scale and school and student success; and how we Risk.” And education policy leaders and centralized control. As of the 2007-2008 define the qualifications needed to ensure practitioners began to wonder whether school year approximately 4,100 charter high-quality teaching. different kinds of learning strategies might schools are serving 1.2 million students in 40 make a difference. These included strategies states and the District of Columbia. SCHOOL AUTONOMY AND SCALE that would empower educators to create — For most of the last century, the scale and governance of American public education became larger and more centralized. In many ways this was necessary and good. Because of the central role that state governments play in K-12 Economies of scale were produced that created new professional opportunities for education, sound state policies on service-learning are critical. 86 Supporting Service-Learning through Policy

This dramatic change in the historic trend mined set of facts be used to define school growth of service-learning’s research base. toward larger and more centralized school- and student success in secondary-level subject (See pages 10-11.) ing has not been without controversy. And a areas like math, science, and history? And, of Also critical is expanding our expectations, number of important public policy issues — particular relevance to service-learning particularly for secondary students, to around achieving autonomy, adequate advocates: Does high-stakes dependence on include the skills and experiences they’ll support, and uniformly high quality — such testing discourage strategies that need in college, in the workplace, and as remain unresolved. At the same time, having motivate students to learn subject matter active, engaged citizens. One focus of current a greater degree of school-level autonomy content and other workplace and life skills in work on such expectations is the Partnership can be a critical factor in launching and non-traditional ways? for 21st Century Skills, a coalition of business sustaining a strong service-learning program. The key issue in this policy debate is not and education leaders and policy-makers. So broader public policies around both whether students need to learn basic skills or school size and autonomy cannot be ignored. The Partnership’s early work has included achieve high standards in traditional content development of a “Framework for 21st areas. The issue is to what extent the measures MEASURING SCHOOL AND STUDENT SUCCESS Century Learning” that includes a combina- used to determine school and student success Parallel to policy changes allowing smaller, tion of expectations in traditional subjects. also determine — or limit — how those skills more autonomous public schools has been a But the Framework also includes broader and standards are acquired and met. strong push from policy-makers — and the categories of 21st Century Skills: learning general public — for increased accountabil- Central to addressing this challenge is good and innovation skills (including creativity, ity for results. All public schools now devote research that documents service-learning innovation, critical thinking, problem-solv- significant time and resources to measuring strategies and practices that are successful at ing, communications, and collaboration); and reporting how well they’re doing — par- engaging, motivating, and achieving high information media and technology skills; and ticularly on the basic literacy and math skills academic standards — such as the work of life and career skills (including flexibility and of their students. It is hard to argue against a Growing to Greatness. Without such research, it adaptability, initiative and self-direction, goal of having all students proficient in math is too easy for less-informed policy-makers, social and cross-cultural skills, productivity and reading, basic skills needed to succeed in reporters, and the public to assume all and accountability, and leadership and education, in the workplace, and in life. students will respond equally to increasingly responsibility) — all skills fostered by the real But controversy has arisen around questions challenging content acquired through world nature of service-learning. like: How much of the school day should be traditionally taught courses. The research ENSURING HIGH-QUALITY TEACHING devoted to preparing students for increas- documented over the past six years through The first step in addressing school and ingly high-stakes tests? To what extent should G2G and the release of the K-12 Service-Learn- student success is identification and codifica- high-stakes tests that rely primarily on ing Standards for Quality Practice in this tion of related skills and competencies for temporary retention of a universally-deter- volume are important milestones in the Growing to Greatness 2008 87

teachers. Policy and authority for most teacher Several promising national initiatives are must play a constructive role in making this licensure and certification exists at the state underway. The Certificate of Excellence transition to a broader definition ofhighly level. But the federal No Child Left Behind Program, sponsored by NYLC and the Univer- qualified teaching. law also includes expectations that states, sity of Wisconsin at River Falls, provides districts, and public schools will place a higher certification for practitioners who have demon- Conclusion priority on ensuring highly qualified teaching. To strated excellence in implementing service- Public policy is not something service-learn- satisfy NCLB, highly qualified means a demon- learning in K-12 environments through ing advocates and practitioners can take for stration of competencies in one core aca- submissions of portfolios measuring competen- granted. Bad public policy can stifle — even demic subject area at a time. cies in the eight service-learning standards. Drs. eliminate — the opportunity to apply James and Pamela Toole (Compass Institute service-learning. But supportive public It is hard to argue that American history and the University of Minnesota) are working policies can both enhance and expand this teachers shouldn’t be competent in their collaboratively with Shelley Billig (RMC method for improving student learning and subject area. The same is true of biology, Research), Terry Pickeral (National Center for producing the next generation of civically mathematics, or other traditional subject Learning and Citizenship), and the emerging engaged and contributing adults. areas. But what about the competencies Service-Learning Providers’ Network to required for facilitating student learning Creating sound public policy around service- develop “Guidelines for Quality Service-Learn- across multiple subject areas at the same time learning is the obligation of all levels of ing Professional Development.” (More infor- through service-learning projects? What about government that touch K-12 education: mation is available at slprovidersnetwork.org.) competencies for helping students acquire federal, state, and local. It’s essential that “The Box,” a comprehensive training tool “21st Century Skills” (Furco 2007)? those on the front lines — particularly designed to standardize the delivery of service- educators and students — both voice their There has been an effort in Minnesota to learning training, was produced by the Ionia opinions to policy-makers and make sure they create an interdisciplinary teaching license to County School District in Michigan. The are heard. Service-learning must not be identify, codify, and enforce a different set of training modules were based on the Principles considered just an interesting idea or a competencies for teachers working in innova- of Effective Practice for K-12 Service-Learning, tolerated sideshow in the larger theater of tive schools and programs, including those the forerunner of the K-12 Service-Learning change and improvement now being using service-learning. This recognition may Standards for Quality Practice on pages 10-11. demanded of American public education. alleviate teacher concern that they’ll eventually (More information available by contacting be deemed not highly qualified, threatening [email protected].) their professional status and their innovative REFERENCE In short, service-learning advocates and schools and programs. (The June 2007 bill is Furco, A. (2007). Advancing Youth Academic Success: School Engagement practitioners have a big stake in making sure available at www.revisor.leg.state.mn.us/bin/ and International Leadership through Service-Learning: Growing to teacher licensure keeps up with innovative Greatness 2007. St. Paul: National Youth Leadership Council. bldbill.php?bill=S1772.0.html&session=ls85.) teaching learning methods. Public policy 88 Chapter Title Goes Here

Service-Learning and the National Education Debate

PETER LEVINE I joined the conversation about service-learning late, around 2001. Since then, I have The Center for Information been privileged to meet and learn from many leaders — scholars, educators, organizers, and and Research on Civic Learning & Engagement advocates — who have devoted years of work to the movement. Their main strategy has been to build service-learning from the ground up, improving both the quality and the quantity of teaching by recruiting new teachers and scholars, evaluating programs, sharing good practices, refining measures, and exchanging ideas. Peter Levine, Ph.D., directs CIRCLE (The

Center for Information & Research on It has been an impressive effort. Already in Board of Education also began requiring Civic Learning & Engagement), helped to February 2004, over 10 percent of all K-12 service-learning in social studies curricula for launch the Campaign for the Civic Mission public school students and 28 percent of all grades K-12. In addition, the federal govern- of Schools, and recently published The K-12 public institutions were involved in ment funds and supports service-learning Future of Democracy: Developing the some type of service-learning, reaching through the Learn and Serve America approximately 4.7 million K-12 students in program. (See three-year evaluation on Next Generation of American Citizens 23,000 public schools (Scales and Roe- pages 36-45.) (Tufts University Press). hlkepartain 2004). I believe that institutionalization is crucial if The movement has also sought to institution- service-learning is to be more than a passing alize service-learning in law and public policy. professional movement, like so many educa- Examples include high school graduation tional ideas that have come and gone. I also requirements of 75 service-learning hours in believe that the effort to institutionalize Maryland and 40 hours in Chicago Public service-learning — despite some victories like Schools. In October 2007, the Maine State the recent decision in Maine to incorporate

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 89

currently funds scholarly studies of 18 “top- by, for example, requiring, funding, or ics,” none of which explicitly mentions rewarding service, extracurricular participa- service-learning or other forms of civic tion, student voice, or the arts. Issues of education. The only way to seek federal content and pedagogy are conspicuously funding for research on service-learning today absent from debate. Instead, political leaders would be to hypothesize that it enhances at all levels emphasize outcomes, such as higher non-civic outcomes, such as reading or scores on reading and math tests. This seems classroom discipline, and to demonstrate to be the essence of No Child Left Behind. those effects with randomized field studies. service-learning language into their state The underlying reason is policy-makers do not social studies standards — has stalled and The 2008 presidential campaign provides an trust public schools. Conservatives see them as requires new strategies. opportunity to reconsider education policy. bureaucratic, monopolistic, and godless. But But community service and service-learning liberals see them as unfair, corrupt, and Service-Learning in have so far played very limited roles in the repressive institutions. In fact, some of the National Policy Debate campaign. On December 5, 2007, Senator authors and strongest supporters of NCLB are National policy advocated by the United Barack Obama proposed what I thought was liberals and leaders of national civil rights States Department of Education is funda- an ambitious, $3.5 billion per year service organizations. They argue if schools are simply mentally hostile to service-learning and agenda, including programs for K-12 stu- given resources or told to provide specific related efforts to reform American educa- dents. The speech generated virtually no services or opportunities, the results will be tion. Each year the president requests less national press coverage and no mention in unsatisfactory. If, for instance, the federal funding for service-learning. The service- the primary debates. government tells schools they must provide learning community successfully fights back, service-learning opportunities, some schools winning some appropriations in each THE CURRENT DEBATE will offer very ineffective, hollow versions of Congress, but only through strenuous effort. If we take a broader view, we may notice these programs. They say we instead need to Over time, funding for the program has lawmakers and candidates rarely propose to hold schools accountable for measurable decreased when adjusted for inflation. If support any specific forms of education. They outcomes and allow them to develop their Learn and Serve America were part of the rarely promise to improve educational inputs own strategies for meeting those goals. Education Department’s budget, it would represent .04 percent of the total appropria- tion for Fiscal Year 2008.

Through the National Center for Education Our goal is to raise the next generation of Americans Research, the Department of Education in and for a just and humane democracy. 90 Service-Learning and the National Education Debate

Institutionalization is crucial if service-learning is to be more so they avoid clear marks of failure (i.e., bad test scores). As a result, we may set our sights than a passing professional movement. too low, forgetting that thriving people need more than adequate grades. As Karen Pittman notes, “Adolescents who are merely The main policy debates today are about (some of which aren’t very testable), or we problem-free are not fully prepared for their tests, teacher qualifications and rewards, try to smuggle our subjects into schools future” (Pittman 1991). vouchers and charters, and school funding. without testing them. The latter course is These are all ways of changing the incentives difficult when schools are struggling to get Besides, not everything we do in school for educators and students. Ideas run the their students through the required exams. should be measured by its effects on indi- gamut from left to right, but none has vidual students. Some school activities ought Any quantitative assessment can miss subtle anything to say about what teachers and to be intrinsically satisfying or meaningful but important changes in the lives of young students should do in the classroom. The because they benefit others, not just because people that don’t show up in question- mainstream debate is not about pedagogy, they enhance students’ individual skills. naires. Quantitative measures are usually but about money and accountability. On Whatever skills schools may provide, they generic; they would apply anywhere. For those rare occasions when candidates do are also places where students spend some example, we test students on their under- propose specific educational opportunities 18,000 hours of their lives. A school is a standing of the U.S. Constitution, or we ask — such as Senator Obama’s service plan — community, and communities ought to have them about their interest in voting. These these ideas are so far removed from the news sources, discussions of their own issues are generic questions. But a good service- mainstream debate that reporters and rival and problems, and opportunities to serve. I learning project might have idiosyncratic campaigns are not apt to pay attention. would support student newspapers and results appropriate only for the local other media, students’ discussions of local MISSING FROM THE DEBATE community in which it occurs. For example, issues, and service programs even if they The current focus on outcomes and incen- students who clean up Tampa Bay might had no demonstrable impact on students’ tives instead of inputs and opportunities learn about the Bay, not about the U.S. skills or knowledge. disturbs me for several reasons. First, NCLB Constitution. To learn about their own place These activities should be done well. There is — unavoidably — selects a small list of is an achievement, but not one that would a big difference between a fine scholastic outcomes: ones that can readily be measured show up on generic evaluations. newspaper and a poor one. But the differ- in high-stakes exams. Those of us who also A focus on outcomes also encourages us to ence is not measured by the impact on care about civic knowledge and habits, think of children and teenagers as people reading scores. It has to do with the serious- artistic development, foreign languages, and who are prone to fail. We work hard to ness, breadth, and fairness of the coverage moral learning are faced with a dilemma. identify those most “at risk” and to intervene and the impact on students’ knowledge of Either we demand tests in our favored areas Growing to Greatness 2008 91

their own community. Likewise, the quality of I am much influenced by my own experience arguments and evidence may change the service projects has much to do with whether as a parent in the Washington, D.C., public opinions of important people, such as the the service actually addresses problems, quite school system. The D.C. schools spend about congressional leadership. We may be able to apart from whether the participants gain $13,000 per child each year — an amount persuade them to support service-learning. quantifiably verifiable skills and knowledge. that has risen rapidly as enrollment has But the kind of evidence we provide will have In fact, quantitative evaluation may make declined — but only $5,355 is spent on to change somewhat. students accountable for achieving targets teachers, classroom equipment, and other that seem external or artificial to them. forms of instruction. Test scores, graduation BUILDING A PERSUASIVE CASE rates, and other measures of success are We know a small service-learning class, Finally, deep distrust for institutions like among the lowest in the nation, and highly organized by a charismatic and dedicated schools is fundamentally unhealthy. It leads to unequal by race and class. teacher and provided in a favorable setting, simplistic, top-down, punitive solutions that has positive effects. That is not the question fail to capture the energy and enthusiasm of Anyone who knows the system from the inside policy-makers ask when they consider whether our teachers, administrators, parents, activists, knows it is dysfunctional. I, for one, do not to set aside millions of dollars for service- and students. In any case, this distrust is believe if the system were given a substantial learning or build service-learning into state unjustified; most of our schools actually do budget for service-learning, the results would standards. They want to know the impact of a pretty well considering their limited resources, be impressive. I understand why national particular policy — such as a requirement or a the onerous demands and mandates they face, policy-makers, when asked what they will do to funding stream, and they want to know how and all the social problems that we expect educate our least advantaged students, do not that policy compares to others. them to solve on their own. answer: “Provide opportunities.” Thus we need research conducted in stan- THE IMPORTANCE OF ACCOUNTABILITY Their emphasis on outcomes reflects idealis- dard educational settings that are subject to But there is a case to be made for account- tic motives and a certain amount of research public policy — especially public schools — ability. Some of our children cannot read or and data. Because some of the motives with some kind of comparison. We must at understand basic math. About one third of behind NCLB are very idealistic, good least compare the same students to them- all our young people do not complete high school by age 19. They are at great risk of failure in life. It makes some sense to try to identify these students, help them, and Some school activities ought to be intrinsically satisfying create sanctions for any educators (from or meaningful because they benefit others, not just because classroom teachers to superintendents) who “leave them behind.” they enhance students’ individual skills. 92 Service-Learning and the National Education Debate

By giving students opportunities to collaborate, discuss, the staff did not directly address pregnancy or school-related problems. Instead, serve, create cultural products, and address significant young people in the program were issues, we can help them to thrive. enrolled in service projects and asked to discuss their work in classroom settings. The cost per student was a reasonable selves before and after they experience EFFECTIVE PROGRAMS $500-$700 for a whole academic year service-learning. Better than that is to Considerable evidence supports the link (summaries in Eccles and Gootman 2002). compare truly comparable students who between community service and extracurricu- Students who work in community organi- experience service-learning and some other lar participation, on one hand, and healthy zations have been observed to develop promising form of education. development, on the other. For example: longer time horizons, greater cognitive What hypotheses would really move decision- Analysis of a national longitudinal survey complexity, and more psychological invest- makers if we could prove them with research? found service projects and participation in ment in projects. They develop “initia- I will suggest two. student government substantially tive,” or self-motivated attention that is increased the odds that students gradu- sustained over time. Neither popular Service-Learning and ated from high school and college. Service leisure activities nor standard school Positive Youth Development experiences — when required as part of assignments typically develop “initiative” First, we might hypothesize that service- high school courses — seem to raise the (Larson 2000). learning is good for young people. odds of graduation from college by 22 These studies show specific service-learning percentage points. Involvement in student The prevailing view is adolescents are at risk programs work. But a policy is different government between 1990 and 1992 for academic failure, drug-abuse, and other from a program. increased the odds of being a college pathologies. They therefore require surveil- graduate by 2000 by nearly 18 percentage THE NEED FOR LONGITUDINAL RESEARCH lance, assessment, prevention, and — when points (Dávila and Mora 2007). What would happen if we implemented necessary — remediation and discipline. policies to increase the scale of service-learn- But adolescents also have assets they can According to several evaluations by J.P. ing work? Learn and Serve America repre- contribute to their communities: energy, Allen et al., the Teen Outreach Program sents one such policy: it provides limited idealism, creativity, and knowledge. By significantly reduced teen pregnancy, streams of federal money for service-learn- giving students opportunities to collaborate, school suspension, and school failure. ing. In their 1999 evaluation of Learn and discuss, serve, create cultural products, and TOP was successful despite focusing “very Serve America, Alan Melchior, Larry Bailis, address significant issues, we can help them little attention on the three target prob- and colleagues found that the funded to thrive (Lerner 2004). lem behavior outcomes.” In other words, Growing to Greatness 2008 93

programs had positive effects on students’ conventional social studies classes. However, probably distributed in a normal curve, such civic attitudes, habits of volunteering, and service-learning did not raise students’ sense that classes of average quality are most success in school (Center for Human of their own community attachment or their common. We can tell from surveys and Resources 1999). own ability to make a difference. In any case, exam results that the average-quality classes these average results concealed very large have positive effects (Niemi and Junn 1998; However, their study was limited to “fully differences between higher and lower quality Gimpel, Lay, and Schuknecht 2003). Thus I implemented” service-learning projects: ones service-learning. Some classes in Billig’s small would advise a superintendent or a state that involved “substantial hours” of high study claiming to use service-learning official to mandate social studies classes for quality service, “face-to-face experience with produced notably poor results. all students (while also trying to support or service recipients,” and opportunities for weed out the worst teachers and reward the reflection. Out of 210 programs funded by If a school superintendent asked me what the best ones). I would regard service-learning Learn and Serve America that the evaluators research shows about service-learning, I differently — as something to be cherished had randomly selected for their study, only would say it supports creating a small com- and admired when it is done well, but not to 17 programs (8 percent) met the criteria for petitive grant program and providing be rapidly expanded. being fully implemented, even though the voluntary opportunities for teachers, such as rest would certainly call themselves service- seminars on how to organize a community- It is not especially good news if the existing learning and had won grants in a competitive service project. The research does not, at this research does not support the case for process. If all 210 programs had been time, support allocating a lot of district ambitious policies. But that’s partly because included, it is not clear the average effects of money for service-learning or setting a high we don’t have much research that is rigorous service-learning would have been positive. target for the rate of student participation. enough to persuade skeptics. Maybe more studies would reveal some particular catego- Melchior and Bailis collected their data In this respect, service-learning is different ries of service-learning are so good they almost a decade ago. The field has pro- from social studies teaching. Standard social should be massively expanded, generously gressed since then. In a smaller study pub- studies classes are much more common funded, or even mandated by law. lished in 2005, Shelley Billig and her col- than service-learning programs and are leagues found average service-learning classes had slightly better civic outcomes than average social studies classes (Billig et al. 2005). Students who had been exposed to Those who participate in politics or community affairs or leadership roles service-learning gained more knowledge of at age 15 or 22 are much more likely to be involved at age 30 or 50. civics and government and felt more confident about their own civic skills, compared to a matched group of students who had taken 94 Service-Learning and the National Education Debate

Service-learning is good for young people. Service-learning QUALITY SERVICE-LEARNING AND DEMOCRACY is good for democracy. A recent study in the Chicago Public Schools found service-learning had substantial positive effects on students’ civic commitments. The authors, Joseph Kahne and Susan YOUTH CIVIC ENGAGEMENT Service-Learning for Democracy Sporte, ask us to consider a Chicago student BUILDS DEMOCRATIC PARTICIPATION My first hypothesis was that service-learning is who is average with respect to demographics good for young people. The second hypoth- The evidence is strong that we need to focus on and who receives curricular and extracurricu- esis is that service-learning is good for young people if we want to strengthen citizen lar opportunities that are average for the democracy. In an excellent democracy, all participation in our democracy. Very few educa- Chicago Public Schools. “Imagine further that citizens have political agency, every citizen’s tional programs have been found to have this student comes from a family where his/ voice counts, and diverse citizens deliberate lasting impact on adults, but specific interven- her parents rarely discuss politics or current together before they act politically. In an tions aimed at young people have been found events and from a neighborhood where there excellent democracy, we tap everyone’s to matter. James Youniss and Daniel Hart have is little social capital — in fact assume that energies, talents, and ideas to define and summarized more than a dozen longitudinal this student is only at the 16th percentile in address social problems. studies that follow young people into adult- both of these variables. If this student experi- hood and repeatedly ask questions about their enced opportunities to learn about civics and To be sure, many policy-makers do not care civic engagement and values (Youniss and Hart to participate in service-learning at the about “democracy” in an authentic and just 2002). The basic pattern is consistent: those sample mean in this study, his or her commit- sense. They benefit from a system with narrow who participate in politics or community affairs ment to civic participation would be at about public participation. Yet some political leaders or leadership roles at age 15 or 22 are much the 40th percentile. If, however, the same do seek social justice, diversity, deliberation, more likely to be involved at age 30 or 50. student experienced opportunities to learn and equality. That does not guarantee, Probably the longest study is by Kent Jennings; that were one standard deviation above the however, that they favor service-learning. They it finds a relationship between participation in system average, then, despite the lack of focus have alternatives, such as voter mobilization, high school groups in 1965 and participation on these issues in the students’ neighborhood media campaigns, door-to-door canvassing, in community groups by the same people in and home, the student would be expected to and even social studies classes. the 1990s (Jennings and Stocker 2001). develop civic commitments that would place In short, youth civic engagement builds him/her well above average — in fact at democratic participation — but does service- about the 70th percentile” (Kahne and learning in ordinary schools make a lasting Sporte, under review). difference in students’ civic knowledge, commitment, and skills? Growing to Greatness 2008 95

This is an important study and a model of DIVERSE APPROACHES TO students involved in service-learning are able the kind of research we need more of if we EDUCATING FOR DEMOCRACY to choose any of these approaches. In are to persuade decision-makers that service- Yet we should worry about potential draw- practice, however, I suspect they are unlikely learning really enhances youth civic and backs of service-learning versus other active to engage with elections and campaigns, to political participation. The method is approaches to teaching democracy. Nina organize protests, or to spend their time longitudinal and comparative and the setting Eliasoph has argued that when Americans of creating news and entertainment media. is a large public school system. We need any age gather for voluntary service, they Other approaches to teaching democracy are more of that kind of research, and we need tend to suppress diagnoses of social problems more likely to encourage such responses. especially to ask: that might be controversial or that might Thus, if we really want youth to address social require political responses (Eliasoph 1998). issues in ways they freely and responsibly What kinds of political participation does Likewise, Diana Mutz finds voluntary groups choose, we may need to offer a wider array of service-learning encourage? often hang together by suppressing disagree- opportunities than service-learning alone. How does it compare to other educational ments (Mutz 2006). In Eliasoph’s phrase, Some of these opportunities — for example, opportunities, such as social studies Americans who see themselves as volunteers partisan politics — do not fit comfortably in classes, student journalism, or political often “avoid politics.” This problem may be a public school setting. However, in a conven- organizing by young people? worse in public school settings, where there tional social studies class, one can at least is already a norm against explicit ideological How lasting are the effects? study the role of parties, interest groups, and and partisan discourse. ideological conflict. In a role-playing game In addressing these questions, proponents of Direct and voluntary grassroots service is modeled on a political campaign or a service-learning have grounds for optimism. sometimes an appropriate response to a legislative session, one can think politically. Service-learning may have lasting effects on social problem — but it is not always the best And while covering local issues for a school adolescents’ political identities — their sense of response. Sometimes citizens are right to newspaper or youth website, one can closely their own efficacy and responsibility for public engage in partisan politics; to organize observe adults using a variety of strategies for problems. Positive change seems most likely protests, boycotts, and civil disobedience; to social change. Thus I would advocate a broad when young people have choices about issues employ sophisticated research to analyze an and diverse approach to democratic educa- and approaches, when they directly experi- issue; or to promote controversial positions tion, not service-learning alone. ence issues and situations in their communi- through the mass media. In principle, ties, and when they have opportunities for serious reflection (Youniss and Yates, 1997).1

1 Morgan and Streb (2001) find that the degree of youth voice in service-learning programs (as reported by youth in questionnaires) correlates with their attentiveness to politics and commitment to social change. This result suggests that voice is a key component of service-learning, although the direction of causality is not completely clear: perhaps politically active students demand more voice in service-learning. 96 Service-Learning and the National Education Debate

Service-learning at its best crosses the lines between schools and schools and communities and reflects a more inclusive definition of “education.” communities and reflects a more inclusive definition of “education.” CITIZEN-CENTERED POLITICS In general, our politics is state-centered. The Purpose of Service-Learning period when student newspapers, student Liberals want the government to accept new In arguing the need to develop evidence that governments, and service clubs were tasks, such as health insurance; whereas will impress policy-makers, I have been invented. But the same reformers who fought conservatives believe problems would be miti- talking as if our task is to accommodate to give students opportunities to participate gated if the state were reduced. Governments ourselves to political reality. Indeed, we have also tried to change big social institutions. are important, but they are not the only a responsibility to engage with politics and Once the social reform movement ran out of institutions that matter. Furthermore, a policy-makers, but we need not surrender to steam, the Progressive educational methods state-centered view of politics leaves citizens their conventional thinking. became ways to accommodate young people little to do but inform themselves and vote. to the existing political system. Service-learning at its best epitomizes a Service-learning, like all good civic educa- “citizen-centered” politics in which people POSITIVE YOUTH DEVELOPMENT tion, provides opportunities to reform politics form relationships with peers, express their and public institutions. Teaching students to Service-learning, at its best, provides alterna- interests and listen to others, and then use a admire a flawed system is mere propaganda. tives to politics as we know it. It exemplifies a range of strategies, some having little to do If we try to enhance students’ interest in kind of politics that is in desperately short with the state (Gibson 2007). politics but leave our institutions unchanged, supply today. In general, we treat young we are setting them up for disappointment people as problems or potential problems. In general, our politics is manipulative. and alienation. But we will fail in reforming But service-learning embodies the alternative Experts — politicians, pundits, consultants, the political system unless we have a new approach of positive youth development. In marketers, leaders of advocacy groups, and generation of citizens who are concerned, general, we see education as the job of the like — study us, poll us, focus-group us, active, and informed. Civic education and teachers and principals in schools. It’s a and assign us to gerrymandered electoral political reform must go hand-in-hand. We specialized task to be measured by experts. districts. They slice-and-dice us; then send us must prepare students for citizenship but Success then boils down to passing tests. But tailored messages designed to encourage us also improve democracy for citizens. education should be a community-wide — or scare us — into acting just how they function, the process by which a whole want. This is true of liberal politicians as well In the Progressive Era, great reformers like community chooses and transmits to the next as conservative ones. It is true of public Jane Addams, John Dewey, and their follow- generation appropriate values, traditions, interest lobbies as well as business lobbies. It ers invented many important opportunities skills, practices, and cultural norms. Service- is true of big nonprofits as well as political for students to learn civic skills. This was the learning at its best crosses the lines between parties. Americans know they are being Growing to Greatness 2008 97

manipulated, and they resent it. They want to REFERENCES Larson, R.W. (2000). Toward a Psychology of Positive Youth Development. American Pyschologist, 55(1), 170-183. be able to decide for themselves what is Billig, S., Root, S., and Jesse, D. (2005). CIRCLE Working Paper 33: Lerner, R.M. (2004). Liberty: Thriving and Civic Engagement important, what should be done, and then The Impact of Participation in Service-Learning on High School Among America’s Youth. Thousand Oaks, CA: Sage. Students’ Civic Engagement. Available at http://www.civicyouth. act in common to address their problems. org/PopUps/WorkingPapers/WP33Billig.pdf. Morgan, W. and Streb, M. (2001). Building Citizenship: How Student They are interested in what other people Voice in Service-Learning Develops Civic Values. Social Science Center for Human Resources, Brandeis University. (1999). Summary Quarterly, 82(1), 154-169. think; they want to get out of what students Report, National Evaluation of Learn and Serve America School and Community-Based Programs. Washington, D.C.: The Mutz, D.C. (2006). Hearing the Other Side: Deliberative versus call their “bubbles.” They want an open- Corporation for National Service. Participatory Democracy. New York: Cambridge University Press. ended, citizen-centered politics in which the Dávila, A. and Mora, M.T. (2007). CIRCLE Working Paper 52: Civic Niemi, R.G. and Junn, J. (1998). Civic Education: What Makes outcomes are not predetermined by profes- Engagement and High School Academic Progress: An Analysis Students Learn. New Haven: Yale University Press. Using NELS Data. Available at http://www.civicyouth.org/ Pittman, K.J. (1991). Promoting Youth Development: Strengthening sionals (Kiesa et al. 2007). PopUps/WorkingPapers/WP52Mora.pdf. the Role of Youth Serving and Community Organizations. Eccles, J. and Gootman, J.A. eds. (2002). Community Programs to Washington, D.C.: Academy for Educational Development, Service-learning, at its best, is open-ended Promote Youth Development, a report of the National Research Center for Youth Development and Policy Research. politics. We don’t try to manipulate our Council and Institute of Medicine, Board on Children, Youth, and Scales, P.C. and Roehlkepartain, E.C. (2004). Community Service students or neighbors into adopting opinions Families, Committee on Community-Level Programs for Youth. and Service-Learning in U.S. Public Schools, 2004: Findings Washington, D.C.: National Academies Press. from a National Survey. St. Paul: National Youth Leadership or solutions we think are right — or at least, Eliasoph, N. (1998). Avoiding Politics: How Americans Produce Council. Available at http://www.nylc.org/objects/inaction/ we shouldn’t. We give them opportunities to Apathy in Everyday Life. New York: Cambridge University Press. initiatives/2004G2G/2004G2GCompleteSurvey.pdf. deliberate and reflect and then act in ways Gibson, C. (2007). Citizens at the Center: A New Approach to Civic Youniss, J. and Hart, D. (2002). Motivation, Values, and Civic Engagement. Washington, D.C.: The Case Foundation. Participation. Paper presented at the Democracy Collaborative— that seem best to them. In a time of increas- Knight Civic Engagement Project Consultation Meeting, Gimpel, J.G., Lay, J.C., and Schuknecht, J.E. (2003). Cultivating ingly sophisticated manipulative politics, Washington, D.C. Portions of this paper appear in Youniss, J., Democracy: Civic Environments and Political Socialization in McLellan, J.A., and Yates, M. (1997). What We Know About these opportunities are precious. America. Washington, D.C.: Brookings Institution Press. Engendering Civic Identity, American Behavioral Scientist, 40(5), Jennings, M.K., and Stocker, L. (2001). Generations and Civic 620-631. See also Youniss, J., McLellan, J.A., Su, Y., and Yates, I have argued that we are obligated to engage Engagement: A Longitudinal Multiple-Generation Analysis. Paper M. (1999), The Role of Community Service in Identity delivered at the 2001 American Political Science Association Development: Normative, Unconventional, and Deviant the national debate. Tougher measurement, Convention, San Francisco. Orientations, Journal of Adolescent Research, 14(2), 249-250. evaluation, and research would make us Kahne, J.E. and Sporte, S.E. (2008). Developing Citizens: The Impact Youniss, J. and Yates, M. (1997). Community Service and Social more effective. But research is only a tool, of Civic Learning Opportunities on Students’ Commitment to Civic Responsibility in Youth. Chicago: University of Chicago Press. not our goal. Service-learning is only a tool, Participation. Paper under Review. Kiesa, A., Orlowski, A., Levine, P., Both, D., Kirby, E.H., Lopez, M.H., not our goal. Our goal is to raise the next and Marcelo, KB. (2007), Millennials Talk Politics: A Study of generation of Americans in and for a just and College Student Civic Engagement. College Park, MD: CIRCLE. humane democracy. 98 Chapter Title Goes Here

Service-Learning in the United States Recent Policy Developments

Thomas J. Leeper The passage of the National and Community Service Act in 1990, with bipartisan National Youth Leadership Council initiation and support, represents a definitive moment in service-learning history wherein the federal government expressed its support for a range of volunteer, service, and service- learning programs. This visionary legislation continues to be an anchor for service-learning Thomas Leeper is the research assistant practice nationwide. at the National Youth Leadership Council. He has worked in partisan politics and on The Corporation for National and Commu- the students or participants to reflect on the issue advocacy in Minnesota and was nity Service defined service-learning as: service experience” (42 U.S. Code 12511). previously involved with research on “a method under which students or partici- This definition reflects the work of stakehold- mass political behavior at the University pants learn and develop through active ers and continues to influence how projects of Minnesota. participation in thoughtfully organized measure up against a service-learning ideal. service that is conducted in and meets the The K-12 Service-Learning Standards for needs of a community; is coordinated with an Quality Practice released in this volume elementary school, secondary school, institu- reflect the adaptation of this definition as tion of higher education, or community applied to effective practice. service program, and with the community; The impact of CNCS is clear. Learn and and helps foster civic responsibility; and that Serve America — the K-12 grant-making arm is integrated into and enhances the academic of CNCS — annually invests approximately curriculum of the students, or the educa- $40 million in service-learning. Each year tional components of the community service between one and two million young people program in which the participants are participate in service-learning programs enrolled; and provides structured time for

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Florida is a good example of how the SEA support. Most other states mention service- infrastructure can be used to move state learning in administrative codes or regula- policy. Florida Learn and Serve, without legis- tions and sometimes in legislated statutes lative initiation, has been able to develop 4 (ECS 2001). Six states named service-learn- Practical Resources for Linking Service-Learning ing in their state standards (ECS 2001). and the Florida Sunshine State Standards, a Data collected for Education Week’s annual 250-page document on how service-learning Quality Counts 2008 show academic content can be meaningfully incorporated into the standards in general are an area of policy state’s academic content standards at all funded by LSA (CNCS 2008). These figures, deficiency, particularly in social studies. Only grade levels (Florida Learn and Serve 2006). multiplied by 15 years of relatively steady 12 states have social studies assessments that Even though this document has not become support by the federal government, repre- are tied to content standards and only two state policy, it offers a future state legislature sent a substantial investment in young people states have clear, fully-developed standards in a prewritten policy that could be incorpo- through service-learning. social studies for all grade levels (EdWeek rated into current statute or regulatory code. 2008). One success story in 2007 is the state of A Vision Realized? The State of the States Maine, which recently added service-learning While Learn and Serve America remains one as a means of satisfying content standards for Unfortunately, uneven policy initiatives across of the most significant sources of funding for application of preK-12 social studies learning.1 service-learning nationwide, the administra- the country have made measuring, reporting The most visible advancements of service- tion of its programs differs considerably at the on, and encouraging growth a significant learning policy have come in the form of state level where the funds are re-granted. challenge for both practitioners and stakeholders. No current research has assessed state- or district-level service mandates. Some Still, the original decision by Congress to policy-making on service-learning in the states. states have taken an hours-based or project- yield control over the allocation of funds to based service requirement as the most direct The most recent source of comprehensive State Education Agencies has been critical to way to universally engage young people in state-by-state data is the 2001 “Institutional- sustaining and expanding service-learning. service-learning. Others offer high school ized Service-Learning in the 50 States,” SEAs can serve as catalysts, in partnership credit for community service. Connecticut published by the Education Commission of with other local stakeholders, to leverage offers credit for 50+ hours of service if super- the States. It states, “Twenty-three states local support for service-learning. Each vised by a teacher or school administrator and ha[d] no mention of service-learning in any state’s SEA can be a persistent and positive involving 10 hours of related classroom state policy,” but nearly all of these states did voice for service-learning and the central instruction (Conn. Gen. Stat. §10-221a). resource for expanding programs. receive funding from CNCS and have thus been able to implement limited service-learn- 1 See The Generator (December 2007) and the State of Maine website, ing practice without state-level statutory http://www.maine.gov/education/lres/pei/ss102207.pdf. 100 Service-Learning in the United States: Recent Policy Developments

Maryland remains the only state to have trained in service-learning by regional State policies, such as the bill signed by mandated service. Since 1992 a 75-hour service-learning network leaders. Massachusetts Governor Deval Patrick in graduation requirement has been in place, November 2007 that created the Common- but statutes allow for local decision-making Continuing the Vision of Service wealth Corps, lay the foundation for to determine alternatives to the state require- In an environment where graduation rates, community-based serving. The mission of ment (Maryland 2003). Iowa, since 2003, has tests scores, and competency in academic the corps is to engage residents of all ages left the decision to require service-learning standards are increasingly the only cited and backgrounds in direct service to to the districts themselves. measures of student success, service-learning rebuild communities. should be seen as an integral means of satisfy- At the local level, a number of districts in The common theme heard from State ing and accomplishing these objectives. But other states have adopted formal require- Educations Agencies in compiling the state obligating students to do something can ments. Chicago Public Schools piloted a profiles forGrowing to Greatness 2008 was meet with resistance. Mandating districts to program in 2002-2003 and now requires that concern over lack of state funding to ensure enforce a statewide requirement can be seen all students complete 40 hours of service- the sustainability of programs funded by as a violation of local control, particularly learning to graduate and that sophomores Learn and Serve America and of service- when the responsibility of financing new complete 20 hours of service to move up to learning in general. In many states, no appro- programs falls to the district level. the next grade level (Chicago 2002). As of priations are available to monitor programs, 2002 Philadelphia public schools added the However, it is important to recognize the coordinate and network activities statewide, completion of a multidisciplinary or service- distinction between two types of mandates: one or provide professional development and learning project as a graduation requirement that obligates individual students to complete training to practitioners. (Philadelphia 2005). service for graduation or credit and another To help move state-level advocacy work that merely obligates schools to provide oppor- In 1999 the Los Angeles Unified School forward, NYLC and the Education Commis- tunities for service. Both policy models encour- District began requiring high school students sion of the States have prepared a checklist age service-learning, but the latter may find to complete a service-learning project in that can be used to assess how supportive a broader support. Maryland and the districts order to graduate with no hour requirement policy environment is for service-learning mentioned have chosen the former option. set; the district further encouraged service- and to provide an outline of where there is Other states, like New Mexico, have chosen the learning at all other grade levels (Los room for growth. (See Figure 1.) latter. The New Mexico plan requires districts Angeles 2003). The 2007 graduating class was to provide opportunities to perform service- the first to complete the district’s service- learning and — as part of the comprehensive learning requirement. In preparation for New Mexico Blueprint for Civic Engagement meeting this requirement, the district’s — offers incentives to young people who American history and civics teachers were perform service (New Mexico 2006). Growing to Greatness 2008 101

REFERENCES Figure 1 State Service-Learning Policy Checklist Chicago Public Schools. (2002). Mission and Goals. Available at http://www.servicelearning.cps.k12.il.us/. Corporation for National and Community Service. (2008). Impact The following list offers areas for potential support of service-learning at the state level. of Learn and Serve America. Available at http://www. learnandserve.gov/about/role_impact/index.asp. Standards and State adopts and publicizes service-learning definitions and standards that are based Doromal, W., Follman, J., and Seybold, I. (2006). 4 Practical Accountability in research and applied from kindergarten through high school graduation. Resources for Linking Service Learning and the Florida Sunshine Service-learning practice is recognized as a component of school accountability State Standards. Florida Learn and Serve. Available at http:// and improvement processes that are measured and recorded annually. www.fsu.edu/~flserve/sl/standards.html. State education agency collects data that reports the scope, scale, and impact Education Commission of the States. (2001). Institutionalized of student participation in service-learning and positive youth development. Service-Learning in the 50 States. Available at http://www.ecs. org/clearinghouse/23/77/2377.htm. Official transcripts reflect student participation in classroom-based and Education Commission of the States. (2008). Recent State co-curricular service-learning and civic engagement. Policies/Activities: Service-Learning and Community Service. Available at http://ecs.org/ecs/ecscat.nsf/ State supports service-learning as a teaching and learning method for student academic achievement, Curriculum and WebTopicView?OpenView&count=-1&RestrictToCategory=Service Instruction civic development, social-emotional learning, and career development that aligns with state standards. +Learning/Community+Service. State supports capstone service-learning project requirements at key transition Education Week. (2008). Quality Counts 2008: Standards, points — elementary, middle, and high school — that align with state standards. Assessment, and Accountability. Available at http://www.edweek. org/media/ew/qc/2008/18sos.h27.saa.pdf. State creates a clearinghouse of service-learning curricula aligned with state standards. Los Angeles Unified School District. (2003). Service-Learning. Available at http://notebook.lausd.net/portal/page?_ State maximizes federal service-learning funds by supporting quality programs that are pageid=33,179297&_dad=ptl&_schema=PTL_EP. standards-based, focused on student achievement, and monitored to improve practice. Maryland State Department of Education. (2003). Programs>Service-Learning. Available at http://www. State encourages private funding sources to support service-learning programs marylandpublicschools.org/MSDE/programs/servicelearning/. through matching grant programs. National and Community Service Act of 1990. 42 U.S. Code 12511. State supports quality practice by benchmarking and measuring service-learning (1990, Amended 1999). Available at http://www.nationalservice. Professional gov/pdf/cncs_statute.pdf. Development knowledge and skills as elements of K-12 licensure. New Mexico Commission for Community Volunteerism. (2006). State supports teachers participating in professional learning communities on improving New Mexico Blueprint for Civic Engagement. Available at service-learning practice based in Standards for K-12 Service-Learning. http://newmexserve.org/docs/FinalBlueprint.pdf. State creates incentives for pre-service and in-service professional development programs for teachers School District of Philadelphia. (2005). Promotion and Graduation. and administrators through service-learning trainings and within content area-specific trainings. Available at http://webgui.phila.k12.pa.us/offices/e/ educationalequity/policies--procedures/promotion--graduation3. State higher education community supports Department of Education in providing continuing education credits in service-learning for teachers. State ensures that community partners and other stakeholders are included in professional development, to foster collaboration and ensure quality practice.

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State Profiles An Introduction

Nathan Schultz In this volume of Growing to Greatness, we profile service-learning in 23 states and the National Youth Leadership Council District of Columbia. The remaining states and territories will be profiled in subsequent years. We will present a profile of each state every three years as a systematic ongoing documentation of each state’s service-learning activities, tracking themes and trends as they emerge over time. Nathan Schultz, former research assistant at the National Youth Leadership Council, Each profile began by interviewing the state into related state efforts, often as a key educational agency responsible for managing implementation strategy. In this way we is currently pursuing his master’s of arts in the state’s Learn and Serve America pro- hope to encourage alignment of the com- teaching at Hamline University. Nate spent a gram, the federal program providing funding mon interests shared by service-learning good portion of the last five years working in for service-learning. While most states practitioners of service-learning and those the classroom, most recently teaching English coordinate these funds through their depart- in related areas including work readiness, as a foreign language in South Korea. ments of education, others have delegated character education, afterschool, and 21st this responsibility to a state university or a Century Schools initiatives. governor’s Commission on National and While there is currently no way to capture Community Service. national and state level data on the extent This year’s collection of profiles presents a of service-learning beyond that funded by variety of approaches that states are taking Learn and Serve, it is increasingly apparent to encourage, support, and sustain service- that this important federal program has learning in their schools and communities. done much to create the scaffold upon Our focus is at the state-level; we present which additional programs have developed. how service-learning is becoming integrated For example, many state educational

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We are grateful to the following people for the assistance provided in creating the profile of their state.

We hope to encourage alignment of the common interests shared Sherry Coleman (Alabama) by service-learning practitioners and practitioners in related areas. Margy Hughes (Alaska) Stephanie Hahn (Arizona) Reginald Wilson (Arkansas) agencies arrange for statewide conferences Another trend is toward including service- Mike Brugh (California) and trainings that include a wider group learning in state K-12 learning standards. Garth Schaefer (Colorado) than simply those currently funded through Some states, including Arizona and Florida, Learn and Serve. Such state-level efforts to have developed detailed guidelines showing Donna Drasch and David Wangaard (Connecticut) build communities of service-learning educators how service-learning can be Regina Greenwald (Delaware) practitioners, policy-makers, and partici- utilized to meet existing content standards. pants are presented in the profiles in Maine, in contrast, has included service- Kristen Henry (District of Columbia) sections titled “Convening and Celebrating,” learning experiences that meet specific Joe Follman (Florida) and “Building Networks of Support.” criteria directly in their social studies content Myra Tolbert (Georgia) standards for each grade span. These and Colleen Murakami (Hawaii) In this collection of profiles we found that other state policies focused on service-learn- Tina Naillon (Idaho) several states have collected data about the ing are captured in the profiles under Ted Gibbs (Illinois) prevalence and quality of service-learning “Support Through Policy.” through statewide surveys of school adminis- Michele L. Sullivan (Indiana) trators. Massachusetts, Michigan, and Missouri While the state level work is essential, service- Joseph P. Herrity (Iowa) are among the states deserving particular learning projects take place on a local level. Shelby Hoytal (Kansas) recognition for their efforts. These and similar The project examples included with each Joan Howard (Kentucky) efforts in other states are captured under the profile provide an impression of these local Denise Dowell (Louisiana) heading “Evaluating Progress.” contexts, as well as a look at best practices. Julie Ayers (Maryland) Charlie Hartman (Maine) Kristen McKinnon (Massachusetts) Angelia D. Salas (Michigan) Michelle Kamenov (Minnesota) 104 Chapter Title Goes Here

SAlabamatate Here

Building Networks of Support Community Education, and 21st Century responsibility for partnership development Service-learning in Alabama can be found Schools. In March 2008 a larger conference and recognition of outstanding contribu- in formal and informal education, and with expected participation of 500 will tions. Increasingly service-learning in Ala- from pre-kindergarten through graduate convene for a four-day training. bama is seen as a way to realize the goals of No Child Left Behind to improve the gradua- school. Service-learning is a key implemen- A state-level Increasing the Graduation tion rate and increase attendance. tation strategy for the state’s Environmen- Rate Work Group gathered in December tal Education Association. Higher educa- 2007 to present a series of informational Improving Sustainability tion institutions have implemented meetings statewide to school administra- The Alabama Department of Education service-learning in many contexts, and held tors. The six meetings will present service- emphasizes that service-learning can the first conference for service-learning in learning as an implementation strategy to become a sustainable and effective teaching higher education in October 2007. The address goals set forth in Title One and method. The state Learn and Serve office University of Alabama convened represen- Title Two. These include provisions for provides training on grant writing for tatives from 22 campuses to share and professional development that address the current Learn and Serve grantees, which has learn about service-learning. achievement gap and further the objectives enabled four of the state’s sixteen current of Career and Technical Education. Various state-level entities — including 21st subgrantees to secure private funding. The Century Schools, School Improvement, Support Through Policy Learn and Serve office helps subgrantees Community Education, Dependent Care identify ways that service-learning can The Alabama Board of Education includes Grants, Gifted and Talented, and the federally leverage federal funds for a range of pro- service-learning as one of several strategies to funded Title programs — are collaborating to grams. For example, 21st Century Commu- implement the new Alabama Course of Study include service-learning at statewide confer- nity Learning Centers have provided fund- eighth-grade social studies standards. Locally, ences and trainings. In September 2007 the ing for Learn and Serve grantees in order to several Alabama school districts require a first joint two-day training of 100 teachers and help them sustain their programs. administrators was held as a collaboration of certain number of hours of volunteer service the State Offices of Learn and Serve America, for graduation. Local programs also take

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At the Academy for Academics and Arts, a fine arts magnet school in Huntsville, service-learning gives students a chance to share their talents and bring art to the community. With the arts at the heart of the curriculum, the K-8 school engages students in service opportunities that showcase performances, including choral, dance, and theater groups. Students have performed at a variety of venues, ranging from the inauguration of the mayor and the governor to Subgrantees support training and long-term “This is year 29 for me appearing at other schools that are rewarding their classes for capacity building for service-learning in other academic achievement. ways. Each month Learn and Serve presents at as a teacher, but I feel “This is year 29 for me as a teacher, but I feel like it’s year least one school or school district service- like it’s year one or two. one or two. Service-learning is just that energizing,” says learning workshop. Learn and Serve subgrant- service-learning coordinator Sheree Humphries. Recently the Service-learning is just fifth-grade students hosted seniors at a luncheon, complete ees play key roles in these presentations, with a choral performance, craft activities, and snacks including helping promote models of success- that energizing.” prepared by the students. To raise money for HIV/AIDS ful implementation. organizations, a school dance group hosted a “Dance for a Evaluating Progress Cause” event. The students were active in organizing the fundraiser: They prepared the meal with help from local Through 2007 there has been no measure restaurant staff, designed a presentation on the AIDS epi- of how many young people in Alabama are demic, and performed a dance for the audience. engaged in service-learning. However, this The students also have been involved in other kinds of may change as the state moves to include a service-learning projects — starting a clothing shelf at the question on service-learning in their community center and creating a civil rights memorial garden required school survey. Because of the on school property. Humphries remarked on how empowering potential for variability in how service-learn- service-learning has been for her students who are allowed to ing is defined, follow-up to further under- put their ideas into action. As she says, service-learning can be like “hanging on to the back bumper of a car with all your stand the nature and quality level of service- might once the kids get started.” learning is planned as a way to properly The school hosts eight projects annually and is funded interpret the findings. through Learn and Serve. Humphries manages the school’s For more information contact the Alabama State grant and provides resources and training to teachers inter- Department of Education. ested in service-learning. 106 Chapter Title Goes Here

Alaska

Learn and Serve Grantees are required to account for their Learn and Serve Alaska is situated in the progress three times a year via budget and Alaska State Community Service Commis- program reports. These reports discuss sion within the Department of Commerce, program activities, including any monitoring Community and Economic Development, a efforts. They also report training, technical community asset development agency. The assistance, or other capacity-building activi- ASCSC runs the AmeriCorps programs for ties that have been implemented at the site. the state and, through an agreement with Finally, program reports include any lessons the Department of Education, manages the learned by subgrantees and a discussion of Learn and Serve grant. how challenges were addressed.

For the current grant cycle, Learn and Serve Building Networks of Support Alaska is emphasizing projects that increase New leadership at the ASCSC has taken the civic knowledge and engagement. Four Learn and Serve Alaska program to a new schools are currently supported and funds level. Individual program and group needs are matched by, and distributed through, the assessments are being used to improve The use of site visits and school district to which the applicant school subgrantees’ training. The use of site visits teleconferences has opened belongs. Of these four Learn and Serve and teleconferences has opened communi- subgrantees, two require students to partici- communication and cation and developed a peer network of pate in service-learning as part of the require- subgrantees. Subgrantees have expressed a developed a peer network. ments for graduation and two do not. desire for additional professional development, technical support, and a more thorough training curriculum.

Growing to Greatness 2008: © National Youth Leadership Council. www.nylc.org Growing to Greatness 2008 107

Rural villages are transformed by high school students in Alaska’s Kuspuk School District, as they initiate service-learning projects that address community issues. Ninety percent of the district students are Yup’ik Eskimo and attend remote village schools that are only accessible by plane, some with populations as small as 50. “Service-learning can have a real impact here because there are no other service organizations around,” said District In response, the ASCSC has developed “Service-learning can have Literacy Coordinator Emily Stribling. regional training summits. AmeriCorps and In Upper and Lower Kalskag, population 500, students at Learn and Serve sub-grantees attend these a real impact here because George Morgan Senior High developed a service-learning trainings along with other service organiza- there are no other service project that addresses high rates of community alcohol abuse. tions. While the summits will be open to the A youth committee made a presentation to the City and Tribal organizations around.” Councils on the issue, proposing a teen center that would give public, their primary focus will be on profes- young people alternatives to drugs and alcohol. The councils sional development and technical assistance were supportive of the students and partnered with them to for Learn and Serve grantees and AmeriCorps make the teen center happen. members. The summits will include a service- “The kids felt important because the city council took them learning track focused on best practices. very seriously,” said Stribling. “They felt that they were making a difference. Most students will live in their home village after Convening and Celebrating they graduate, so it’s important to instill a sense of civic In 2008, the Alaska State Community responsibility. It’s also good for the village to see that kids are Service Commission is celebrating Learn addressing problems in the community.” and Serve students and other volunteers This project is one of many in Kuspuk School District, where with state-level awards. These awards will be service-learning is incorporated in academic standards and presented at the statewide Recognition of required for graduation. In the fall semester, students learn about Volunteers ceremony. the principles of service-learning through video-conferencing technology and complete a needs-assessment for their village. For more information, please contact the Alaska Students then develop a project proposal with the input of a State Community Service Commission within the community partner — whose ownership is critical for making the Department of Commerce, Community and project successful. The projects are implemented in the spring. Economic Development. According to Stribling, young people involved in service- learning have become better students, are more engaged, and have better school attendance. 108 Chapter Title Goes Here

Arizona

Learn and Serve Each year, adult volunteers work in at least led the Arizona Department of Education, Arizona funds service opportunities for 35 school sites as academic tutors. The along with Learn and Serve Arizona, to young people and for adults through its Department of Education reports that some publish the Arizona Service-Learning Curricu- Learn and Serve America program. Learn schools that have hosted volunteers have lum Guidelines in 2004. This document was and Serve Arizona’s youth programs are experienced significant academic gains. As endorsed by Tom Horne, Superintendent of focused on engaging young people in part of this program, schools are able to Public Instruction. develop profiles of their specific volunteer meeting the needs of their local communi- The Guidelines include service-learning needs through a website developed in ties. Recent Learn and Serve-sponsored Competencies and Indicators for grades K-3, partnership with the K-12 Adult Volunteer projects in the state have addressed literacy, 4-8, and 9-12. Examples of competencies that Initiative and the Volunteer Center of environmental threats, poverty, and youth students are expected to develop through Southern Arizona. civic engagement. Three one-day trainings service-learning include: identifying a commu- offered in November, February, and April Support Through Policy nity need, developing and implementing a convene educators for technical assistance plan, and evaluating project success. The Service-learning is not a graduation require- and celebration. These trainings give educa- Guidelines also clarify connections between ment in Arizona, but the Department of tors the tools they need to help students academic content standards in language arts, Education has clearly identified how service- uncover the needs of their own communities mathematics, science, and social studies and learning can be utilized as a method for and respond with solutions. The trainings in the service-learning Competencies and meeting the state’s academic content November and April are open to young Indicators for each grade span. This allows standards. State Senator Mark Anderson people, and the spring gathering draws 300 teachers to easily and authoritatively identify sponsored a resolution requiring the young people and adults for an annual academic standards they can reach through Arizona Board of Education to develop and celebration of service-learning in the state. service-learning at each level. promote guidelines for advancing academic achievement through service-learning. This

Students are combating poverty, one service-learning project at a time, at Howenstine High Magnet School in Tuscon, Arizona. From constructing affordable houses to addressing nutrition issues at food shelves, students are engaged in active learning related to the school-wide theme of “Ending Poverty.” Howenstine is a service-learning magnet school of 215 students operating with the help of a Learn and Serve grant and support from Habitat for Humanity. Promising Program: Project proposals that integrate ending poverty into the Future Educators Association curriculum must be first approved by a service-learning committee composed of teachers and students. According to One successful model for service-learning in service-learning coordinator Shelly Camp, they have been Arizona grew out of the Future Educators building this program for nine years.

Association program in Peoria, Arizona — a Denise M. C a m p In the biggest project on campus, students enrolled in two year program for high school juniors and building technology courses tackle affordable housing issues seniors aspiring to be educators. As the by constructing a Habitat for Humanity house. The project, in Future Educators Association sought to its seventh year, equips students with building skills and become a credit-granting class, they mobi- knowledge of how poverty can be linked to housing. A tutoring project incorporates state math and reading standards by lized state support to include a strong service- Students enrolled in building learning component. State offices of career matching up high school students with elementary students, and technical education, service-learning, technology courses tackle helping demonstrate that education is key for ending poverty. Language students practice speaking Spanish and learn about academic achievement, and special educa- affordable housing issues the root causes of homelessness and hunger while serving tion joined forces to develop a rigorous meals at a local soup kitchen. In health class, poverty-related academic framework for the program. by constructing a Habitat nutrition issues are discussed as students organize a food- Forty-two high schools participated when the for Humanity house. drive for the Community Food Bank. Math students collaborate program was launched statewide in 2003- with art design students to tend a school garden, whose 2004. Since then, the program has grown to produce is donated to the Food Bank. 79 programs across the state. The curriculum Camp advises other schools to “start small and build up” is aligned with community college courses so their projects by beginning with “something that is a genuine that participants who successfully complete need [and] that energy will help to spark a fire.” the program can receive college credit.

For more information, please contact the Arizona Department of Education. 110 Chapter Title Goes Here

Arkansas

Support Through Policy and math improvement and that address risky coordinators and new grantee coordinators. Since 1996 Act 648 has given high school youth behavior. According to ADE, risky In addition, Learn and Serve grantees are students in Arkansas the chance to earn one behavior “is defined as a behavior that is a risk included in cross-stream training with elective credit for 75 hours of documented to a person, school or community… [such as] AmeriCorps and Vista programs, which gives community service. The service must involve low school attendance, drug abuse, low grant coordinators exposure to what other preparation, action, and reflection components community participation, … health issues that service sectors are doing. are a risk to the body, negative environment and be approved by the Arkansas Depart- Building Networks of Support ment of Education and the local school issues, etc” (2007). The grants are aimed to and Evaluating Progress board. Every school is required to offer target grades 5-8, although the application is students the opportunity to receive service- open to all K-12 public schools. Each year 16 The University of Arkansas’ Clinton School learning credit; however, the elective credit is grants are awarded, ranging from $5,000 to of Public Service continues to be an impor- not incorporated under state academic $19,000. Grantees must secure a 50 percent tant partner for ADE in several areas. The standards. Educators who teach service-learn- match, $1 raised for every $1 granted, through University acts as an outside evaluator of the ing courses under Act 648 may only award cash or in-kind donations. Learn and Serve program and has provided speakers for ADE workshops and trainings. one credit, preventing students from taking Though the position of state coordinator of The evaluations by the Clinton School are the class again for additional credit. There is Learn and Serve was vacant during 2006, not made public but are used by the state no statewide data available on how many new employees are working to make up for Learn and Serve staff to improve the students have received credit under Act 648. lost ground. ADE provides assistance and Arkansas program. According to Dr. Regi- support through workshops for new grant- nald Wilson, the ADE coordinator for Learn Learn and Serve ees and mid-year trainings, which have and Serve, recent evaluations have shown The Arkansas Department of Education included national Learn and Serve experts. that the program needs to work on publiciz- awards Learn and Serve grants annually for Special attention is focused on identifying ing the available grants so that more schools school-based service-learning projects with areas in projects that need improvement. can utilize the funding. preference for programs that focus on literacy ADE also hosts a statewide conference for

“The absolute best thing you can do for kids.” When Fayetteville High School teacher Connie Crisp says this about service-learning, you know she means it. Her conta- gious passion for service-learning has inspired students enrolled in her service-learning course to take the class again and again, even though they can’t receive credit for more than one semester. The projects undertaken by the service-learning class focus on mentoring and tutoring. Students are trained by University of Arkansas Literacy Corps members and use their skills once a week at an elementary school to tutor younger kids. Crisp said the most rewarding aspect of this project is seeing “how excited [the high school students] are to see that little person and how excited that little person is to see them.” The class also spends one day a week serving at assisted living facilities, early childhood programs, and homeless shelters. The recycling program at Lafayette High School is run by the service-learning class who work alongside a special education classroom to collect, sort, and transport bottles and connie crisp paper products. Other service projects have been spearheaded AmeriCorps is an important partner that REFERENCES by the students who are in charge of conducting needs assessments, contacting community partners, and soliciting funding. works closely with Arkansas Learn and Arkansas Department of Education (2007). 2007-2008 Learn and Serve. On January 30, 2007, ADE and Serve America Grant Proposal. Available at http://arkedu.state.ar. Notably, the Veterans of History project, in its tenth year, has us/commemos/attachments/LSRequest _for_Proposal_07-08.doc. AmeriCorps teamed up to host a legislative students conduct oral histories with World War II veterans and submit their transcripts to the Library of Congress. breakfast where issues related to service Crisp has seen how service-learning has made a difference were discussed with local politicians. In in her students’ lives, equipping them with “better problem- particular, the link between the Learn and solving skills, an ability to connect to other people of different Serve program and participation in Ameri- ages, being less self-absorbed and more giving.” Corps was highlighted. Also, on October 22, 2007, Learn and Serve grantees were honored at the opening statewide ceremony for AmeriCorps.

For more information, please contact the Arkansas Department of Education. 112 Chapter Title Goes Here

California

Support Through Policy Page 100 of this volume describes the Los for service-learning. Each region hosts A statewide focus on standards has placed Angeles Unified School District’s experience trainings and facilitates collaboration among additional emphasis on the learning in service- with their requirement that students complete the region’s key stakeholders. a core curriculum course that includes a learning, increasingly seen as a way to improve In September 2007 the California Depart- district-approved service-learning component. cross-curricular integration. Jack O’Connell, ment of Education launched the California the State Superintendent of Public Instruction Learn and Serve Service-Learning Leaders Schools Award notes, “Successful schools all over our state are Program, recognizing schools for service- Through funding provided by Learn and combining academic standards with service- learning excellence and program sustainabil- Serve America, the California Department of learning in projects that teach the value of ity. The awards will be presented at the Education’s CalServe Initiative supports giving back and importance of engaging in annual California Service-Learning Leader- school and community service-learning the broader community.” ship Institute hosted by YSCal and the programs involving over 200,000 students CalServe Initiative. Service-learning leaders The updated California School Boards each year. A statewide study of CalServe and practitioners from throughout the state Association service-learning policy urges programs reported 83 percent of students will focus on how to develop policy, deepen implementation of service-learning as an met or exceeded academic content standards practice, and implement strategies increasing instructional method at the district level and delivered through service-learning activities their organizations capacity to support and includes optional language for school boards (California Department of Education 2007). choosing to require community service as a sustain service-learning. condition of graduation. This boiler-plate Building Supportive Networks Afterschool policy language coincides with the California CalServe partnered with the nonprofit Youth The California Afterschool Service-Learning Department of Education’s vision that 50 Service California to support California’s program was launched in 2003 to strengthen percent of all districts involve students in a Regional Service-Learning Network Program. out-of-school time programs. It focuses on service-learning experience at least once in Twelve Regional Service-Learning Networks seven communities with high concentrations elementary, middle, and high school. (Califor- were established to build statewide capacity nia School Boards Association 2007 March). of low-socioeconomic status populations.

Cosumnes River Preserve is a 46,000-acre haven for environmental education and service-learning for students in Galt Elementary and High School Districts. With broad support from community partners including the Bureau of Land Management, the Department of Fish and Game, and The Nature Conservancy, Cosumnes hosts multiple service- learning opportunities in partnership with the school districts. Teachers are invited to workshops at the preserve about integrating environmental projects with academic standards in math, language arts, science, social studies, and fine arts. In the Oak Riparian Forest Restoration Project, 1,000 students annually are bringing back the native forests. Young people make several trips to the preserve throughout elementary and middle school, each time to tackle a different stage of the restoration process. Grades 2-3 collect acorns, grades 7-8 sort Young people who participated in the service-learning youth ambassadors sup- the acorns and prepare them for cold storage, while grades 4-8 program scored above California norms on ported by YSCal. Operating through the plant the trees. High school students will soon be involved in a measures of external and internal assets as state’s regional infrastructure, Youth Ambas- monitoring project. In recent years, the students have planted 20 measured by the California Healthy Kids sadors promote service-learning to their acres of valley oaks in an area known as the Children’s Forest. Survey (McCarthy 2007). peers, communities, and the media. “When students see the trees they’ve planted, they know they are making a difference in their community. Students are In 2006 YSCal published Service-Learning in For more information, please contact the California inspired to seek additional service opportunities,” said Service- Afterschool Programs: Resources for Afterschool Department of Education’s CalServe Initiative. Learning Coordinator John Durand. Educators and expanded their afterschool An additional 3,000 students are involved in other projects programming work through the manage- REFERENCES on site throughout the school year, including a duck egg ment of the State Commission’s Cesar Chavez California Department of Education. (2007, May). CalServe Initiative rescue, wetlands restoration, and a kindergarten butterfly After School Program. During the past year, Fact Sheet. Sacramento, CA: California Department of Education. count. According to Durand, the service-learning projects have seventy-five Cesar Chavez afterschool clubs California School Boards Association. (2007, March). CDE Urges increased community engagement at the preserve and many Service Learning to Support Academics. Governance and students return with their parents on the weekends. have been opened across the state. Policy Services News. Available at http://www.csba.org/ps/ GPS_news3_07.pdf. “They gain a sense of environmental stewardship, they learn Empowering Youth McCarthy, E. (2007). The Effectiveness of Service-Learning in that this is their preserve and that they play an important role Afterschool Programs. Growing to Greatness 2007. St. Paul: in protecting it,” he said. Project CATALYST — California Taking National Youth Leadership Council. Action for Learning through Youth Service Teams — is a statewide network of 28 114 Chapter Title Goes Here

Colorado

Building Networks of Support east Colorado Youth Council travels the state Three Banner schools, providing the highest Colorado’s Department of Education contin- offering trainings for other youth councils. quality of service-learning, found their students possessed high academic efficacy ues to respond to the 2003 The Civic Mission RMC Research Corporation conducted a beliefs and parents and community members of Schools report encouraging civics educa- 2004-2006 evaluation of the effectiveness of believed service-learning was positive for tors to engage students in service-learning service-learning experiences offered by students and the community. experiences (http://www.civicmissionof Learn and Serve Colorado grantees, showing schools.org/site/campaign/cms_report. that students who reported participation in Active Community Organizations html). With assistance from the Civic Canopy higher quality service-learning experiences For 10 years FrontRange Earth Force, known — a partnership including Project Citizen, were more likely to report that they valued nationally for their innovative Community Facing History Civics and Ourselves, the school, were academically and civically Action Problem-Solving curriculum, has Close-Up Foundation, the Center for Law engaged, felt civically efficacious, had offered professional development and and Democracy, and the Education Commis- positive civic dispositions, and possessed civic ongoing support for engaging service-learn- sion of the States — CDE hosted a 2003 skills (www.cde.state.co.us/servicelearning/ ing experiences to teachers in Denver area Civics and Service-Learning Academy. Fifty downloads/CO2006ResearchBrief.pdf). educators developed action plans for inte- schools. An annual culminating city-wide grating service-learning into their curricula. In 2006 Learn and Serve Colorado con- presentation and celebration at the Denver tracted annual evaluations with the Evalua- Zoo draws approximately 1,000 students. Evaluating Progress tion Center, located in the School of Educa- In 2006 ten Nobel Peace Laureates, the largest tion and Human Development at the Learn and Serve funding in Colorado focuses gathering of peace laureates outside Oslo, University of Colorado. The 2006-2007 on students from disadvantaged circum- joined 1,000 young people at the University of evaluation presented a rubric of high quality- stances through grants to districts, with a Denver to celebrate the 10th anniversary of service learning, based on a survey of educa- district-wide program director and a youth PeaceJam Foundation, a service-learning- tors at 23 Learn and Serve schools. council (generally 6-10 youths). The North- based K-12 program headquartered in Denver. The program helps students across the nation

Revitalizing a public park improved the community’s view of young people and made a splash in the local papers in the town of Haxtun, population 900. After students and teachers noticed the need for repairs, they became engaged in service-learning projects to address the problem. With help from a Colorado Learn and Serve grant, students in Alan Nall’s science class worked on installing a water feature in the park, researching the appropriate plants and cultivate habits of peace-making within rocks to purchase. They studied plumbing, created a budget for themselves, their families, and their communi- the project, presented the plan to the town board for approval, ties. Students, teachers, and college mentors and came back in summer to help set up the water feature. convene annually for a weekend of skills-build- Stan Kennedy’s class of students utilized their math skills to ing workshops. They develop and launch a design a walking path in the park. Gazebos in the park were

alan N all reconstructed by youths in the agricultural courses taught by peace-oriented service-learning project to Jeff Plumb. Currently, social studies students are researching address a local need based on one of the 10 Convening and Celebrating Haxtun’s past and plan to install a special plaque in the park “Global Calls to Action” developed by the Since 1992 Colorado has also involved over that displays town history. Nobelists, whom they meet at an annual 150 youths and adults annually in its state Nall said service-learning in Haxtun has been a great way spring workshop weekend presenting the “to connect students to our community, giving them a learning service-learning conference. Half of those outcomes of their project. experience that is not in a box.” With service-learning, many who attend each year are young people. In students “come back years later still remembering what they 2001 Colorado hosted over 3,200 partici- Support Through Policy have learned.” pants at the 12th Annual National Service- On May 25, 2006 Governor Bill Owens signed To help facilitate these projects, Haxtun High School has a Learning Conference. legislation stating, “Service-learning is an service-learning club with student members trained in best effective teaching method that gives students For more information, please contact the Colorado practices. Every teacher has one student advisor from the club to help implement service-learning in their classroom. With all the opportunity to apply curricular knowl- Department of Education. edge and skills while serving the community, the publicity from the park project, more teachers and students are interested in doing service-learning. thereby reinforcing the content standards “The communication between the school and community applicable to many subjects.” The act recom- has been revitalized [through service-learning],” said Nall. “It mends local adoption of policies promoting makes the school looks good and makes it easier for students youth service and service-learning, and to interact with adult community members.” recognition on diplomas and transcripts of students meeting service-learning goals. 116 Chapter Title Goes Here

Connecticut

Learn and Serve Building Networks of Support taking a stand against bullying in the Charac- Strong state, regional, and local leaders Learn and Serve collaborates with Character ter of the Characters project. Teachers from carried Connecticut Learn and Serve Education and Safe and Drug-Free Schools across the state present at the annual state forward after a staff reduction in 2000. The programs to offer a statewide conference conference and attend regional workshops. Connecticut Learn and Serve coordinator, including presentations on service-learning EASTCONN surveys students to determine a state-level staff development specialist, by youths as well as adults. Extra points are their growth in civic and character skills. brings service-learning into other state granted to 21st Century Community Schools Questions to students include: What have I initiatives and links programs through her applicants incorporating service-learning done well? What is my responsibility? What membership on the Connecticut Commis- into their plans. At least one-third feature could others have done? What could I have sion on National and Community Service. service-learning in one or more of the done to help them do better? enrichment or recreation programs required, Connecticut’s five Learn and Serve grantees in addition to the academic components of Improving Sustainability range from small towns to the EASTCONN the 21st Century Schools after-school pro- Regional Educational Service Center, which In 2004 one of the five Learn and Serve grams. Staff development for all grantees serves 36 towns in the northeast quarter of Grantees, the School for Ethical Education, includes service-learning fundamentals. the state. Each grant program, uniquely led by director Davin Wangaard, began designed to address the needs of its students Several EASTCONN staff participated in Student Activists for Service-Learning, a and community, participates in a day of staff professional development that infuses youth philanthropy board in the New Haven development four times a year. The pro- service-learning across a wide range of County schools. The board provides train- gram evaluator conducts yearly site visits education initiatives. The Joy of Reading ing and experience for high school stu- and is available to help assess progress and program engages students in boosting dents, distributing service-learning mini- develop strategies for improvement. literacy; Creating Community Builders develops grants to middle and high schools. By 2007 student awareness about their watershed to this program evolved to include 225 partici- share with the community; and students pants completing over 3,300 hours of learn about making good decisions and

Environmental and character education through service-learning is a strong focus at Chaplin Elemen- tary Schools. Lacking money for programs that do not address standards or curricular needs or impact student achievement, students in grades 4-6 in this small rural school participate in service-learning projects driven by the science, language arts, social studies, and math standards. The sixth grade is studying the water quality of the Natchaug service-learning and providing service to perceptions, and background knowledge River as part of an EASTCONN grant. Students collect water over 1,000 people. while appreciating the voices of their peers. quality data, which will be sent to the statewide database. With Wikis and blogs were added to a number of the help of local experts, they are learning about the complexi- For nine years, Donna Drasch, staff develop- projects, connecting students’ use of technol- ties of pollution through a wetlands simulation and individual ment specialist of EASTCONN Regional ogy to communicate, collaborate, and gain a research projects. They share their learning online in a wiki site. Educational Service Center, has helped The fifth grade is participating inThe Character of the more global perspective about issues. teachers build strong service-learning Characters, another EASTCONN program. Students from programs integrated into the curriculum. For more information, contact the Connecticut Norwich and Windham are involved in this study of Nutmeg State Department of Education or EASTCONN. Book Award nominees. Deep discussions, literary responses, Drasch links teachers to experts in their field and writing have emerged, some of which are posted on a wiki from the Connecticut Department of Envi- site. Students write and record songs about friendship and ronmental Protection, University of Con- believing in themselves for a school-wide songwriting project, necticut Cooperative Extension Service, which was instigated by the school social worker, Neil O’Keefe. American Red Cross, Special Olympics, The fourth grade is studying native plants versus invasive Connecticut Audubon, soup kitchens, species, in order to propagate native plants for a garden at the churches, and other business and community Chaplin Public Library. The students visited the local gardens organizations. She also helps students and collected seeds to become stewards of the gardens. They explore historical, environmental, and social inventoried native and invasive plants in their schoolyard and experiences through experiential learning are currently writing a children’s book about seed dispersal. The students’ opinions, research, literary responses, poetry, activities, classroom lessons, and field songs, plants, gardens, and compost all make contributions to experiences. Using picture books and other the community. The most important outcome is that students quality literature, students delve deeper into learn that they matter and that they can make a difference. issues of respect, responsibility, cooperation, conflict, and social justice to discover their own voices based on beliefs, opinions, 118 Chapter Title Goes Here

Delaware

Support Through Policy Learn and Serve supports 12 service-learn- Delaware each fall. Trainings are offered by Delaware has institutionalized youth service ing sites in the current grant cycle. Dela- Department of Education staff as well as by in a very real way by providing high school ware’s Learn and Serve Coordinator also teachers from the Leader School in each juniors and seniors with the opportunity to directs Department of Education initiatives county. Leader Schools also serve as men- earn academic credit for the completion of relating to dropout prevention, school-to- tors for schools starting service-learning at least 90 hours of community service. work, and character education. The position programs. Despite a recent request by an Since its inception in 2000, 670 students is designed to help schools and districts additional school to become a leader have received this credit, called the Dela- focus on the needs of the whole child. school, limited funding has kept the num- ware Volunteer Credit. Many students Service-learning is presented as an effective ber to one per county. pedagogical approach for achieving this participating in service do not apply for the Improving Sustainability credit. The Department of Education is goal. The Department of Education has also currently making an effort to boost the started the Connections to Learning pro- Over the course of the last few years, funding visibility of the Volunteer Credit program. gram to help districts and schools consider for service-learning has declined in Delaware, carefully how student well-being influences and educators have had to find more creative In the fall of 2007 the Department of academic outcomes. Connections to Learn- means for funding their service-learning Education began implementing Student ing highlights service-learning. programs. As of the 2003-2004 school year, Success Plans for every 8th and 9th grade schools receiving federal Safe and Drug-free student in the state. Student Success Plans Building Networks of Support Schools funds in Delaware were required to are individualized online plans that help The Delaware Department of Education no include service-learning in their program- students make choices in high school, longer hosts an annual service-learning ming, but that funding is no longer available. explore college and career options, and conference in the state. Instead, service- In addition, MBNA Banking Corporation, make the curriculum choices that help them learning trainings are integrated with which had provided matching funds for local to reach their goals. The Success Plans will in-service trainings held at all schools in service-learning programs, merged with include information on the Volunteer another company and no longer offers Credit and may boost its statewide visibility.

funding. The Department of Education given for group and individual service proj- Plagued by failed referendums, the McIlvaine continues to offer training and technical ects, and youths make presentations sharing Early Childhood Center in Magnolia, Delaware was in desperate support to schools that received Learn and their projects with those in attendance. need of improvements. “We wanted to make it appear as Serve funding in the past. These efforts have beautiful on the outside as what was happening in the class- For more information, please contact the Delaware helped previous grantees sustain their rooms inside,” said Sheryl Ford, Caesar Rodney High School Department of Education. service-learning efforts. family and consumer science teacher. She and her grade 9-12 early childhood education curriculum design students teamed Convening and Celebrating with the high school’s agriculture students and their teacher, The Governor recognizes young people who Catherine DiBenedetto, to contribute each program’s talents to the run-down façade. serve their communities at an annual Gover- Horticulture and floriculture students removed 30-year-old nor’s Youth Volunteer Awards. Awards are landscaping and recreated the garden spaces to reflect modern design. Meanwhile, curriculum design students developed science lessons for the kindergarten students. They taught about plants and flowers.T hey engaged kindergarten kids by working with them to create more than 100 stepping stones for the new garden space. “No matter how hard we pushed on their little feet, we learned kindergarteners aren’t heavy enough to make footprints in concrete!” said Ford. Instead, the high school students used the kindergarteners’ hands to include their names on each stepping stone. “Every time we had a need, someone was there,” Ford commented. Donations of talent, supplies, water, and even food for the students came from local businesses, city departments, and professionals. “We couldn’t get enough of people helping, sharing, and wanting to be a part of it. We were never wanting.” Each year Ford engages her students in service-learning and often brings along another program and teacher. Believing in the power of service-learning, she told DiBenedetto, “This is something you need to do.” The partnership between the two programs has blossomed and created beautiful results. “I had people all summer long telling me how it brightened up both the outside and the inside of the school.” 120 Chapter Title Goes Here

District of Columbia

Learn and Serve Serve DC sub-grantee examples include: Building Networks of Support The District of Columbia’s Learn and Serve Kid Power DC, a community youth organi- The 2007-2009 District of Columbia State America program is administered by Serve DC, zation serving nearly 150 public school Service Plan calls for greater collaboration the DC Commission on National and Commu- students at six schools in the District of among national service partners in civic nity Service, and is dedicated to promoting Columbia, promoting the importance of engagement, emergency preparedness, and and expanding service-learning during neighborhood history and fostering youth inclusion of young people with disabilities. To in-school and out-of-school time program- leadership through programs connecting achieve service-learning goals, Serve DC will ming. The organization administers three literacy and art with civic action. increase cross-collaboration among Ameri- Learn and Serve America grants: Community- Corps and Learn and Serve programs; foster a

Based, Homeland Security School-Based, and Youth Service Opportunities Project, a service-learning network to include teachers School-Based Formula — currently distributed community-based organization with and youth practitioners; increase the number to 15 sub-grantees. Serve DC supports school- students attending Cardoza Senior High of Learn and Serve sub-grantees; and promote based service-learning programming in School, implementing in-school and participation in service-learning professional partnership with the DC Office of the State out-of-school time service-learning focused development opportunities. Superintendent of Education. on hunger, homelessness, and poverty. Students engage in pre-service orientation, Education priorities of the Executive Office of meaningful service, and reflection. the Mayor, the DC Office of the State Superin- tendent of Education, and the District of

Elementary students from Ferebee-Hope Columbia Public Schools will be supported Community School Complex, in collabo- through Serve DC’s new initiative Volunteers ration with Communities in Schools of the In Public Schools. It will connect volunteers Nation’s Capital and Discovery Creek and community-based organizations with DC Children’s Museum, engaging in science public schools, supporting community-school and service-learning activities pertaining partnerships and establishing a means of clear to the Chesapeake Bay Watershed. communication between agencies.

At 6:30 a.m. Collegiate Academy, a college preparatory Friendship Public Charter School in Washington D.C., buzzes with its students’ deep sense of pride and responsibility. While most students are still asleep, these Leadership and Criminal Justice program students have already started their day. Under the direction of 21-year military veteran and retired state trooper Kem Cooper, grade 9-12 students are gaining Convening and Celebrating Support Through Policy exposure to law and public safety professions while preparing to be leaders through service-learning. Serve DC hosts several annual service-learning In 1996 the District of Columbia began Called to action by the tragedies of September 11, 2001 professional development opportunities that requiring students to complete 100 hours of and flooding in New Orleans, high school students have been convene members of the District’s youth community service or service-learning prior educating elementary students and their families for nearly development, service-learning, and national to graduation — including charter school four years. “Our goals are for families to have a plan when a service communities. The DC Conference on students. Service hours may be completed disaster happens, to be ready and not to panic,” said Fri-Mai- Service and Leadership provides professional independently or integrated into the curricu- kah Fon, a high school senior and the program’s captain. The development for participants from all streams lum. Serve DC’s national and local service high school students visit elementary classrooms to instill of national service. Two larger service-learning efforts provide opportunities for students to leadership traits and provide instruction in disaster prepared- training institutes each year are open to meet this requirement. ness. According to Cooper, “You have to have responsibility, practitioners throughout the District. pride, and honor to discuss disaster preparedness.” For more information, please contact Serve DC in Earning leadership credit is one reward for this early In addition, Serve DC promotes service-learn- the Executive Office of the Mayor. morning commitment, but the most powerful motivator seems ing through the District’s program volunteer, to be results. “We get letters from parents about the impact a portfolio of national and global service we’ve had on their family and from teachers telling us how opportunities for people to serve in their their students’ behavior has changed,” said Fon. Their own lives communities. As part of this program Serve are impacted as well through this rigorous, highly motivating DC organizes local activities for Martin program. Honored by awards and media attention, Cooper Luther King, Jr. Day of Service, Global Youth believes that there is “No other program with higher GPAs or Service Day, and Patriot’s Day, as well as more hours of community service.” While the class may meet in the early morning hours, the assisting partner organizations with planning program instills in its students that being a leader is a and implementing days of service such as commitment that spans 24 hours a day, seven days a week Make a Difference Day and DC Public — a commitment that more than 200 students are excited Schools Beautification Day. and willing to make. 122 Chapter Title Goes Here

Florida

Learn and Serve and funding, links with educational policy, Florida State University and Florida Learn Florida State University coordinates the state’s long-term partnerships, program develop- and Serve are forming a partnership with Learn and Serve program, with a staff of five ment, and evaluation and assessment plans. PeaceJam Foundation to bring Nobel Peace Prize Laureates to Florida. PeaceJam full-time employees, two full-time VISTA In addition, a 2006 Learn and Serve school- curriculum will be used to learn about volunteers, and a full-time assistant. Through based competitive grant from the Corpora- global and local issues and conduct service- the Florida Alliance for Student Service and tion for National and Community Service learning projects culminating in meetings strategic partnerships with other education was awarded for expanding, replicating, with Peace Prize Laureates. initiatives, more than 50 people across the disseminating, and sustaining efforts at state work in support of K-12 and higher eight service-learning sites. Evaluating Progress education service-learning. Twenty-five VISTA volunteers provide support to service-learning Building Networks of Support Dr. Thomas Marcinkowski, at the Florida Institute of Technology in Melbourne, has programs. In 2007-2008 nearly $1.5 million Since 2005 Florida Learn and Serve has been contracted to evaluate service-learning was awarded to almost 100 large-scale projects, partnered with State Farm® to sponsor programs and measure their impact on with 200 mini-grants issued by students. service-learning programs focused on participants, including measures of civic disaster (mostly hurricane-related) pre- Improving Sustainability engagement, academic achievement, atten- paredness and response, with support to dance, and student conduct. Survey instru- Florida Learn and Serve focuses on building 48 K-12 and higher education projects and ments will be administered in winter 2008, service-learning infrastructure at the district ManaTEENS, the nation’s largest local with data available later in the year. level. Ten districts (out of 67) have six-year youth service organization. awards. Subgrantees must form a service- Convening and Celebrating learning advisory group and establish Through the Common Cents Penny Harvest community partnerships. Multi-year awards program, 18 schools in four districts are The annual Florida Service-Learning Insti- require subgrantees to have plans for build- collecting pennies to fund youth service- tute includes trainings, workshops, and ing infrastructure through dedicated staff learning projects addressing local needs. recognition for approximately 350 partici-

Art can revitalize neighborhoods and transform people’s perceptions. This is what young men in Miami who have been expelled from traditional schools are discovering. Teachers at the Young Men’s Academy for Aca- demic and Civic Development at MacArthur South have used art-based service-learning to engage students since 2002, finding that those involved have better grades and less behavioral problems. The program has been so successful it recently expanded to include three other low-performing schools in the area. In the program, students receive weekly art classes from the residential artists at ArtSouth, an organization based in the distressed farming town of Homestead, which was devastated by

janis klein-young Hurricane Andrew in 1992. Using their art skills, the young people beautify the city through public art projects that benefit pants, including at least 100 young people. least once in elementary and middle school the entire community. Students also serve through teaching art Florida Learn and Serve and its Florida and at least three times in high school — was classes to seniors and youngsters with developmental disabili- Alliance for Student Service partners sponsor introduced in the Florida Legislature, but ties. MacArthur is lucky to share a campus with an assisted at least one other statewide conference each did not pass. The bill — defining service- living facility, school for physically and mentally disabled kids, year. In 1997 and 2004, Florida co-hosted the learning as a method of learning academic day-care for developmentally delayed toddlers, and adult day National Service-Learning Conference. content through the identification and study care center. Service-Learning Coordinator and Art Teacher Janis of community needs, design of possible Klein-Young notes the transformation in the students who teach Support Through Policy solutions, and active service, with each physically and mentally disabled kids, remarking that “you can see the tenderness in youngsters who were formerly bitter and In 2006 4 Practical Resources for Linking Service experience lasting an average of 20 hours violent.” Students teach art classes at each site, fostering Learning and the Florida Sunshine State Stan- — has been rewritten, without a mandate or positive relationships with other community members. dards was published. It includes profiles of inclusion of funding appropriations, for the According to Klein-Young, the most rewarding part of the effective service-learning projects matched March-May 2008 Legislative session. project is the “warm relationships that have developed with standards, service-learning lesson plans, For more information, please contact Florida Learn between youngsters who were once considered to be social and a table matching components of effec- and Serve at Florida State University. outcasts and the vulnerable community who they now serve.” tive service-learning with Florida standards.

In 2007 the Florida Service-Learning Act — requiring all districts to submit plans for providing service-learning opportunities at 124 Chapter Title Goes Here

Georgia

Building Networks of Support The ten Advisory Committee teachers also Learn and Serve Service-learning falls into the “learning serve as Service-Learning Ambassadors, Georgia Learn and Serve offers two types of support” category within the Georgia Depart- functioning as peer mentors for teachers at funding to 32 subgrantees working with over ment of Education. Georgia’s State Service- schools receiving three-year Learn and Serve 23,000 young people. Funds are intended Learning Advisory Committee meets quar- grants. One Ambassador, a school administra- for school-wide programs, rather than terly, and is comprised of teachers, tor, shadows principals for several days at individual classrooms. Three-year grants representatives from the 16 Regional Educa- grantee sites to offer ideas and support. focus on secondary schools having difficulty tion Service Agencies, the League of Profes- Support Through Policy making Adequate Yearly Progress as deter- sional Schools, higher education, two mined by NCLB. One year of startup nonprofits, current grantees, and a represen- Service-learning is becoming more inte- funding is granted to schools with previous tative from each of the Georgia Department grated into the curriculum in Georgia. service-learning experience. of Education’s major offices. It promotes Several local school systems require service- All grantees must have two co-directors in sustainability by providing support for school learning and receive regular training from their building, ensuring ability to manage administrators new to service-learning and the Department of Education. Georgia Learn the funding paperwork. The co-directors advising the Department of Education on and Serve partnered with leaders in alterna- share programming, funding, and evalua- how best to organize and implement service- tive education to focus on reducing the tion responsibility with an advisory commit- learning across the state. state’s dropout rate. This is an overarching goal of the Department of Education, which tee including administrators, teachers, is developing longitudinal data to see the students, at least one nonprofit organization relationship between participation in Learn and one business partner, and parents. and Serve service-learning programs and students’ decisions to complete high school.

Crossroads Second Chance North Alterna- tive School transforms kids who were unsuccessful in traditional high schools into motivated and engaged students. Up to 200 students attend Crossroads each semester and must complete 20 hours of service-learning that incorporates Georgia Performance Standards. When they successfully complete one semester, students may return to their old school, but — according to teacher Erin Geller — some don’t want to leave because they enjoy Building Capacity and Sustainability the emphasis on service-learning. Students can be involved in three service project areas Subgrantees develop program goals at a including literacy, horticulture, and philanthropy. Students create weeklong summer training institute, giving and share bilingual children’s books with elementary-age kids and the more than 100 teachers and administra- are building a greenhouse on campus to grow vegetables as part tors an opportunity to develop deeper lane patti of a community garden project. Young people support philan- understandings of quality service-learning thropic causes through fundraising and charity walks and also and how it fits within their curricula. Evaluating Progress utilize their technology skills by building websites for local Participants must arrive with their school’s In 2006 the team from Georgia State Univer- organizations. School Principal, Dr. Alicia Borishade, is extremely annual Adequate Yearly Progress data and sity, which conducts annual Learn and Serve pleased with the connection students have made through their service experience. Borishade states that giving children a sense School Improvement Plans. Institute staff programming across the state, identified the of efficacy is critical to their becoming successful students and facilitates data analysis and helps partici- five strongest programs. Their report, productive members of society. pants leave with plans for service-learning “Georgia Academic Learn and Serve Evalua- experiences for the upcoming school year The projects are funded through a Georgia Learn and Serve tion Highlights Five Outstanding Programs,” grant awarded to the school in 2006, which requires the award that meet each school’s needs. Department explains how teachers and administrators be matched with in-kind dollars and services from the local of Education scholarships fund this experi- implemented programs to foster improved community. The initiative has inspired a similar program in an ence for more than half of the participants. academic outcomes for their students. alternative school in Atlanta. The Crossroads Team has Site co-directors and administrators consult, Evaluators marked the dramatic improve- presented at several conferences across the nation and will check progress, and receive additional ments that these five sites made in terms of present their program in an upcoming conference dealing with training at Leadership Institute meetings Adequate Yearly Progress, reading and math at-risk youths, stressing how service-learning can benefit students outside of traditional classrooms. five times each school year. Site co-directors test scores, and reduced absenteeism. Active learning has motivated students and direct service has meet once a month via teleconference. For more information, please contact Georgia changed the community’s perception of kids in alternative Department of Education. schools. Geller said the most rewarding aspect of service-learning is the “increase in student engagement because students are enthusiastic about what they are doing in school.” 126 Chapter Title Goes Here

Hawaii

Support Through Policy Improving Sustainability Building Networks of Support One of Hawaii’s General Learner Outcomes is Due to insufficient Learn and Serve funding The Department has partnered with Shelley that each student will be an effective “commu- and staffing, many educators in the state Billig of RMC Research to offer trainings and nity contributor.” Indicators of achieving this continue to confuse service-learning with build a team of master service-learning outcome include students showing “respon- volunteerism or community service. Build- practitioners. The trainings started in 2007 sible and ethical behavior in decision making on information from the monthly trend and will take place over a three year period. ing,” and implementing solutions in a respon- reports to the superintendent, the Depart- The focus in year one is on differentiating sible way. Service-learning has been ment of Education is currently working with high quality service-learning from other recognized as an important strategy for teachers to help them connect service service experiences. Educators who have teaching students to be community contribu- activities more closely with curricular goals. attended the first of these trainings found that tors because it provides them with opportuni- what they thought was service-learning was In March 2007 the Department of Educa- ties to address community needs (Hawaii State actually volunteerism and community service. tion surveyed 25 teachers who had partici- Department of Education 2005). In the second year of the process, educators pated in Learn and Serve-funded service- will deepen their understanding of service- The state superintendent has made the learning programs. They found that 20 of learning and improve their own practices. In development of civic responsibility one of the 25 continued to use service-learning in the third year, teachers participating in the her three central goals for students in the their classrooms — the other five are now program will be trained to facilitate service- state. This focus has led to a statewide school administrators. The Department of learning trainings throughout the state. emphasis on involving students in service. Education plans to continue collecting data Each month, schools must submit a trend on whether subgrantees engage their report to the superintendent’s office indicat- students in service-learning beyond the life ing the school’s current service activities. of their Learn and Serve funding. So far, the results look positive.

In conjunction with these professional has offered several trainings focused on Vermicomposting is a highly efficient development opportunities and their focus on literacy and civic engagement. Youth Service process by which worms break down waste into high-quality meeting Annual Yearly Progress as set down by Hawaii also convenes the Statewide Service- compost. Inspired by just one student, both fourth-grade class- No Child Left Behind, the Department of Learning Conference which brings together rooms at Hokulani Elementary School in Honolulu, Hawaii are now Education is also engaged in aligning service- practitioners and students from across the learning its finer points.T he need was close and apparent to learning outcomes with state academic state to explore service and learning. these young students — they saw the amount of waste generated content standards and benchmarks. in their lunchroom and decided to look for a solution. With For more information, please contact the Hawaii experience in vermicomposting at home, one student proposed Youth Service Hawaii State Department of Education. the concept and the others were quickly engaged. “Fourth-graders realizing the need and creating their own Beyond the activities of the Department of idea is really unique,” said teacher Laurie Yoshinaga. Students Education, Youth Service Hawaii offers REFERENCES presented their solution and quickly won the approval of the service opportunities for youths and supports Hawaii State Department of Education. (2005). General Learning School Community Council, a group comprised of teachers, service-learning practitioners in the state. Outcomes. Available at http://doe.k12.hi.us/standards/ GLO_rubric.htm#GLO2. administrators, parents, and community members. At two bake Over the course of 2007 Youth Service Hawaii sales, students raised enough money to bring “The Worm Lady” to their classroom. She taught the class about the benefits of vermicomposting, the necessary supplies, and the required worm-to-food ratio. Teachers integrated the project into most curricular areas including science, math, social studies, reading, writing, and oral communications.

laura yoshinaga laura The students’ goal is to eventually use vermicomposting to remove all of the school’s lunch waste. Through the reproduction of the initial worms, this may very well be possible. They also hope to engage other grade levels in the process and either sell or give away the compost as fertilizer. Ultimately, they also hope to inspire more families to use vermicomposting at home. 128 Chapter Title Goes Here

Idaho

Empowering Youth: Learn and Evaluating Progress Serve Youth Leadership Teams The Idaho Department of Education directs Learn and Serve subgrantees in Idaho form Learn and Serve funding primarily toward Youth Leadership Teams that offer young programs that focus on civic engagement. This people opportunities to share their perspec- focus is driven by the fact that school adminis- tives on service-learning projects taking place trators across Idaho must provide the Depart- in their schools. In 2007 one Youth Leader- ment of Education with an annual assessment ship Team composed the Learn and Serve of their building’s participation in activities that grant proposal for their school. Learn and focus on developing civic learning and engage- Serve Idaho offers Youth Leadership Work- ment. This assessment, the Civics Report Card, shops that are designed to prepare members is a component of each school’s accreditation At the workshops, students of these teams for their leadership roles. At report to the state. The report card asks for a learn about innovative service the workshops, students learn about innova- building-level assessment of student civic tive service ideas, examine the needs of their engagement and the linking of civic education ideas, examine the needs of communities, and begin to work with other knowledge and skills to service-learning or their communities, and begin young people to generate solutions. Work- community service in grades 5, 6-8, and 12. shops in 2007-2008 will feature presentations to work with other young people The Civics Report Card specifies three levels by Leaders Today, a youth leadership training of proficiency. The presence of quality organization from Toronto. to generate solutions. service-learning experiences qualifies schools to move from the “basic” to the “proficient” or “advanced proficient” levels. These assessments provide an incentive for schools to provide students with opportunities to serve their communities.

Biking and walking along the Portnuef River has become more enjoyable for the residents of Pocatello, Idaho thanks in part to students at New Horizon High School. Young people at the alternative school have adopted the Kraft Hill trailhead, a section along the Portnuef Greenway, and created a dirt path that is accessible to the local community. With help from the Greenway Foundation, they installed the trail, cleared it of brush and litter, and installed signs that explain the geology of the area. The students involved are members of Alameda Bicycle Club, an elective course in its first year that engages young people in bike-related service-learning projects. The bicycle club has also partnered with the Greater Pocatello Information and Visitor Center to provide several free bikes for use along the Portnuef Greenway that the students fixed up during class. In collaboration with Pocatello Free Bikes, used bicycles are often given to the club and donated back to the community once restored. According to teacher Brent Patch, service-learning has given the community a better perspective of kids who may otherwise be considered unsuccessful. He said, “When the community sees our brent m . patch students improving our city, they see the potential of youth.” Patch says the most rewarding aspect of the project is to Convening and Celebrating “see the kids understand the benefits of giving back to the The Governor’s Commission on Service and For more information, please contact the Idaho community.” New Horizon hosts about a dozen service-learning Volunteerism, Serve Idaho, hosts an annual State Department of Education. projects annually and has had great success. Service-learning conference for national service participants, is supported through a Learn and Serve grant and through including service-learning programs funded community partners like the City of Pocatello. A student leader- by Learn and Serve. Each year more than 50 ship team at the high school brainstorm ideas for projects and teachers, students and administrators attend the teachers collaborate, tying them into academic curriculum. the Learn and Serve strand of the conference. In addition to the state conference, representatives of each Learn and Serve Idaho program attend the National Service- Learning Conference each year. 130 Chapter Title Goes Here

Illinois

Learn and Serve Building Networks of Support Support Through Policy In 2006, through an intergovernmental A Service-Learning Advisory Council pro- In December 2004 the Illinois Board of agreement with the Illinois State Board of vides guidance on best practices to the Education approved statewide Social and Education, management of Learn and Serve Lieutenant Governor and Board of Educa- Emotional Learning Standards that support Illinois was transferred to Illinois Lieutenant tion as they shape policy. The council has service-learning efforts. These standards Governor Pat Quinn’s office. The program been instrumental in promoting service- focus on helping students “develop aware- currently supports service-learning activities learning as a strategy for civic engagement. ness and management of their emotions, set for over 46,000 students in 44 districts. The and achieve important personal and aca- Illinois Resource Center provides training Convening and Celebrating demic goals, use social-awareness and and technical assistance to grantees across The Illinois Resource Center organizes the interpersonal skills to establish and main- the state, with four basic modules of train- annual Illinois Statewide K-16 Service-Learn- tain positive relationships, and demonstrate ing focused on service-learning and student ing Conference in conjunction with the Office decision making and responsible behaviors leadership. Learn and Serve staff also of the Lieutenant Governor, the Illinois State to achieve school and life success” (Illinois conduct site analyses to help schools deter- Board of Education, and Illinois Campus State Board of Education 2004a). There are mine how best to improve their service- Compact. The event draws 250 participants — three larger goals along with standards for learning programs. including young people — each year. meeting each goal. One goal is that students will “[d]emonstrate decision-making skills and responsible behaviors in personal, school, and community contexts” (Illinois State Board of Education 2004b). High quality service-learning, which includes youth voice in a process that meets authentic community needs, is a powerful method for meeting this goal.

“We empower them to do good, to do what is right for Taking driver safety seriously is the focus of a the community. They take that upon themselves to service-learning program titled: “In a Blink of an Eye — Think Before You Drive.” Recognizing car accidents as the number one do the work, they become leaders.” cause of death among teenagers in the United States today, students at Jacobs High School in Algonquin, Illinois selected this program. It encompasses 30 different projects, including sponsorship of speakers, a wrecked car display, videos on driving distractions, and an Operation Prom campaign. In 2003 the incoming Governor Rod served at the school site. In addition, the “We empower them to do good, to do what is right for the Blagojevich proposed legislation mandating Chief Education Officer of the Chicago Public community. They take that upon themselves to do the work, a state service-learning graduation require- schools directed educators to focus service they become leaders,” said service-learning coordinator ment intended to take effect for students done at the school site on curricular goals. Eliseo Salvidar. entering high school in 2006. The measure Each school has at least one trained service- The program is funded through Project Ignition, an initiative supported by State Farm® and coordinated by NYLC, providing did not pass. In 2006 the state legislature learning coach responsible for developing $2,000 grants to 25 schools for teen-safety service-learning passed and the governor signed the Commu- project opportunities. The service-learning projects. The top 10 finalists are given up to $5,000 to attend nity Education Act, intending to provide initiative in the Office of High School Pro- the National Service-Learning Conference where they present incentives for schools to involve students in grams keeps a database of over 200 possible their projects. Jacobs High School was a finalist for the service to their communities. The Act community partners, and provides guidance, 2006-2007 school year and is being considered for that honor establishes the Community Service Education staff development, and other resources. again in 2007-2008. Jacobs will also be hosting the Great Program, administered by the state Board of Lakes Regional Conference, where workshops will show other For more information, please contact the office of Education, through which districts can school leaders how to start their own program. the Illinois Lieutenant Governor. receive grants for their community service The teen-safety program is among many service-learning programs. This act has not yet been funded. projects at Jacobs, which has been recognized as a National REFERENCES Service-Learning Leader School. According to Salvidar, Jacobs’ service-learning programs have changed community Service-Learning Leader: Chicago Illinois State Board of Education. (2004). Introduction: Design Starting with the class of 2001, all graduates of for Social and Emotional Learning Standards. Available at perceptions of high school students. “All you read about http://www.isbe.net/ils/social_emotional/pdf/introduction.pdf. youth in the newspaper in negative,” he said. “People do see Chicago Public School are required to Illinois State Board of Education. (2004). Illinois Learning the other side of our kids.” complete 40 hours of community service. In Standards: Social/Emotional Learning. Available at http:// 2004, the Chicago Public schools required www.isbe.net/ils/social_emotional/standards.htm. completion of half of these hours in 9th and 10th grade, with no more than 20 hours 132 Chapter Title Goes Here

Indiana

Learn and Serve ings each year for teachers who are less an annual Summer Service-Learning Institute, Learn and Serve Indiana is focused on familiar with service-learning. In addition, hosted by the Department of Education. helping subgrantees connect service-learn- superintendents and administrators in Recent institutes have focused on curriculum ing more closely to curricular goals. As part corporations that receive Learn and Serve alignment and youth development. funding must participate in trainings on of this effort, the Department of Education A key partner of Learn and Serve Indiana is quality service-learning and how to integrate has provided curriculum frameworks the Youth Philanthropy Initiative of Indiana. it into the curriculum. designed to help teachers incorporate Their mission is to promote youth philan- service-learning into courses. The curricu- Building Networks of Support thropy through partnerships and collabora- lum alignment frameworks have garnered tion; to support giving and serving among Learn and Serve subgrantees in Indiana are interest from school corporations — equiva- young people through training, education, limited to six years of funding. In order to lent to districts — that are new to service- and resources; and to sustain youth philan- help them maintain their programs when learning. Administrators are beginning to thropic efforts in ways that meet local federal funds are no longer available, the see that service-learning helps students community needs. solidly meet state standards. Department of Education requires each subgrantee to form a Service-Learning Empowering Youth Indiana’s Learn and Serve program offers Advisory Board. Administrators, teachers, Several subgrantees have Youth Advisory grants on the school corporation level. community partners, parents, and students Boards. For example, Spencer-Owen Com- Unlike funding individual classrooms, serve on these boards, and provide support munity Schools’ YAB handles all mini-grants funding corporations promotes sharing of for service-learning programs in their corpora- in their corporation. They make decisions funds, which helps build sustainability. The tion. In addition, Service-Learning Advisory and forward them to the Service-Learning Department of Education requires corpora- Board members from across the state attend tions receiving funds to provide two train- Advisory Board for final approval.

Monarch butterflies were in trouble because of human development, learned Kristen Gryskevich’s third-grade class at White Lick Elementary School. They decided to take action. The third-grade students told fifth- grade students in Lori Tietz’s class about the problem, and soon the students were collaborating on a project to restore the local milkweed plants that monarchs feed upon. Seeing their enthusiasm, Gryskevich and Tietz helped the students write a Learn and Serve grant proposal to create a butterfly garden with milkweed plants in the local park.T he students elected project leaders and studied the essential components of service-learning, designing the “Monarch Mission Program” to fit the criteria.A s the project progressed, students had more ideas and decided that the park should have a pathway that was handicap-accessible. “It was so student-led that it went in the directions they wanted it to go,” said Tietz. “It took a ton of time for us, but I don’t think we would have changed it because it was a great experience for us and for the kids. We just had to be flexible, and remember that what we were teaching them was covering standards.” The project took the whole academic year to complete, involving students in planting milkweed, constructing fences, and designing

kristen gryshevich the park. According to their teachers, the students didn’t consider it learning, but a fun and exciting project. Student leaders Convening and Celebrating More than 200 were Learn and Serve partici- presented their project to Governor’s Conference on Service and Indiana Campus Compact and the Office of pants or practitioners. The event included Volunteerism where they received the Service-Learning Star award. Faith-Based and Community Initiatives hosts student service-learning presentations, Now, the park is open to the community and the monarchs have a feeding station on their migration. an annual conference that brings together all faculty and staff professional development streams of service — Learn and Serve, programming, and an award luncheon. AmeriCorps, VISTA, and Senior Corps, as For more information, please contact the Indiana well as volunteer centers, community-based Department of Education. programs, and faith-based programs. In 2007 this event brought together 750 participants. 134 Chapter Title Goes Here

Iowa

Learn and Serve In 2007 Learn and Serve Iowa leaders Support Through Policy Learn and Serve Iowa grant funds are developed a more complete and comprehen- In 2003 legislation was passed encouraging distributed to 12 Area Education Agencies, sive K-20 vision that connects across all the integration of service-learning into each working with a number of districts, as educational levels. The group considered curricula and the use of service-learning as a well as directly to schools. Grantees must tie how Iowa pre-service and in-service teachers valid form of assessment. In the 2005 Model service experiences to curriculum standards can be better prepared to use service-learn- Core Curriculum, developed by the Depart- and school improvement plans (reviewed by ing as a teaching method. ment of Education, was adopted by the the Department of Education every five Building Networks of Support legislature. In 2006 the AEA service-learning years) and involve as many teachers and network, the Iowa Coalition for the Integra- students as possible. Many plans focus on Iowa’s 12 state-supported, regional Area tion of Service-Learning, and model core civic engagement. Grantees must attend the Education Agencies created a service-learn- curriculum specialists convened to write state’s annual service-learning conference, ing network in 1999 to promote service-learn- service-learning examples satisfying the core work with the AEA to produce service-learning as an effective instructional methodology model requirements in reading, math, civic ing presentations, and are encouraged to for K-12 students and other learners. literacy, and social studies. The legislature is attend a national conference. The Iowa Collaborative for Youth Develop- developing standards in other core curricu- ment, a non-statutory network of 11 state lum areas, and the Department of Education agencies — whose goal is to improve results will continue to provide examples of how by adopting and applying positive youth service-learning meets the new standards. development principles and practices at the state and local levels — now lists service- learning as a particularly successful youth development strategy.

Students at Merrill Middle School took their civic duty Although too young to vote in the presidential seriously by helping senior citizens learn about the caucus elections, students at Merrill Middle School took their civic duty seriously by helping senior citizens learn about the caucus process in Des Moines. process in Des Moines. Eighth-grade students planned and hosted the “Caucus Countdown” with the help of their teachers, Dave O’Connor and Georgia Tucker, and funding from Learn and Serve. The November 27th event was attended by 75 seniors and is the first in a series of intergenerational service-learning Fifty-five percent of the 285 respondents in a Convening and Celebrating projects to be held during the school year, aimed at connecting young people with the elderly in the local community. civic literacy poll, administered to young Between 150 and 375 volunteer specialists, The students took complete ownership of the project, making people and adults at the 2007 Iowa State Fair, national service participants, educators, and a budget, creating brochures, choosing the venue, and inviting answered yes to “Have you been involved in members of nonprofits and the private service-learning?” Additional adult polling seniors and representatives from the presidential campaigns to sector attend the annual Iowa Conference attend. According to O’Connor and Tucker, the students were will take place at the state Social Studies on Volunteerism. sometimes not taken seriously because of their age. conference and at the State School Boards “Students were disappointed by the reception by some of Association meeting. Survey results will be In conjunction with the Iowa Education the campaigns,” said Tucker. “They would call and get reactions Association, Learn and Serve Iowa has shared with the judicial and legislative like, ‘Oh, you’re a kid,’ and not be taken seriously. I think it can produced a 28-minute documentary, “Creat- branches of government, university centers be a barrier, especially for middle school kids — establishing for law and civic education, social studies ing Hearts of Service: Service-Learning in their legitimacy can be difficult.” teachers, service-learning practitioners, and Iowa.” The video, which has become a The students overcame those initial challenges by learning community education leaders. statewide training tool, highlights nine how to act professionally when making contacts with cam- successful service-learning programs in Iowa paigns and senior facilities. O’Connor and Tucker also recom- The governor is interested in proposing schools. Learn and Serve Iowa also created a mend sending students out with support materials like a letter $1 million for promoting an Iowa Summer service-learning multimedia resource, “The of recommendation or brochure to gain credibility with adults. of Service and his own summit on civic Presenters’ Tool Box,” which includes a Though the students will have to wait until 2012 to vote for literacy. The integration of service-learning two-disk CD set with “Creating Hearts of president, their engagement in politics today has helped into other streams of national service will Service,” a 250-slide set for presentations community members understand the caucus process and learn provide summer enrichment for less privi- about service-learning, and templates for about the candidates. O’Connor and Tucker believe this experience will encourage them to be active voters in the future. leged young people. creating unique PowerPoint presentations. “The kids were amazed by what they have done,” said For more information, please contact the Iowa O’Connor. “There is a sense of accomplishment.” Department of Education. 136 Chapter Title Goes Here

Kansas

Building Networks of Support office space, equipment, and staff, enabling Youth Advisory Boards, formerly funded by The strength of the Learn and Serve Kansas sharing the expenses of operating and Learn and Serve community-based grants. growing all programs. program stems from its efforts to bring In 2005 the Kansas Volunteer Commission, subgrantees together with other local Local programs used modest funds from which houses the state’s Learn and Serve service and volunteer programs that share a Learn and Serve America as a catalyst to program, partnered with Kids Voting Kansas common interest in meeting authentic generate further funding and more exten- and Kansas Campus Compact to sponsor the community needs. All Learn and Serve sive partnership arrangements with agencies Kansas Youth in Government program. This subgrantees are required to establish Local that share similar goals. These agencies have program helps young people become active Partnership Councils including students, been instrumental in providing low-cost and informed citizens by (1) educating them teachers, parents, community business professional development and support to about state government and the legislative leaders, and other community stakeholders. service-learning staff and have helped them process; (2) providing them with simulated Through these partnerships, program allies identify additional funding sources and experiences working in state government; help initiate collaborative events with local grants. The added value and leverage of (3) providing opportunities for them to businesses, organizations, government funds allows programs to expand on-going think critically and independently about officials, and faith communities around the projects and introduce new projects with state policy; (4) providing an understanding shared goals and needs of the community. new learning opportunities. of the Kansas electoral process; and (5) enhancing the leadership skills of partici- Improving Sustainability Empowering Youth pants. The program, first used by civics Increased community involvement in Learn Each Learn and Serve funded program is teachers across the state, has expanded and Serve Kansas programs has helped supported by a Youth Advisory Board. A beyond the classroom. Many teachers and establish programs and has made strides board in Ottawa, Kansas led efforts to design leaders now require their students to partici- toward increased program sustainability. In and build a skate park in their community. pate in their local city councils. Local small communities, school districts and The Kansas Volunteer Commission is cur- districts are funding the program while community education programs often share rently seeking alternative funding to support

Addressing needs in their local community since 1997 has transformed the way students at Spring Hill High School see the world. Teachers Lynda Jochims and Kerri Rodden help students enrolled in a semester-long volunteer class design, coordinate, and implement service-projects that are performed by the volunteer club. According to Jochims, students who create and implement service projects “get a different view of the world … (and) get to experience diversity where they otherwise wouldn’t.” Projects range from visiting adopted grandparents at assisted living facilities, to taking care of children in a low-income daycare. Along with managing all the project logistics, students hone their composition skills by writing newspaper articles and brochures to publicize the event. Instead of a final exam or paper, students present to the school board and develop a seeking alternative funding, after the loss of Convening and Celebrating website after the project is completed. Learn and Serve community-based funds Learn and Serve grantees and alumni Despite all the hard work involved, young people are eager to that the state no longer receives. participate in an annual conference includ- be involved in the volunteer club and class at Spring Hill. Jochims finds it amazing how “affected kids are in high school (by the ing other programs of the Corporation for Support Through Policy issues) and how they keep participating even after they leave.” National and Community Service. The event To be admitted in the selective volunteer class, open only to In 2003 the state required that the Depart- draws approximately 250 participants each high school juniors, students must attend three service ment of Education provide guidelines for year including young people who are cur- the implementation of community service projects per semester with the volunteer club during their rently participating in Learn and Serve freshmen and sophomore years. Jochims and Rodden, who opportunities in every high school. The funded programs. instituted an application process for the class because space purpose of the guidelines is to assist high is limited, reported 30 percent of freshmen were involved in school principals and advisors of student For more information, please contact the Kansas volunteer club projects last year. organizations in providing students with Volunteer Commission. service opportunities. The guidelines detail specific ways schools can use service to help students connect to their communities, explore possible careers, and further develop academic, problem-solving, civic, leadership, and social skills. 138 Chapter Title Goes Here

Kentucky

Learn and Serve trained in the preparation, action, reflection, Beyond community education, service-learn- Kentucky continues to utilize its network of and celebration model of service-learning. ing has been integrated into federally- county community education directors as Finally, grantees must provide at least one funded 21st Century Community Learning point people for the state’s Learn and Serve service-learning program in their county Centers as well as state-funded Family funding as well as for service-learning directed toward helping students make the Resource Youth Services Centers. transition from middle school to high school. technical support and trainings across the Support Through Policy state. In 2007 the Kentucky Department of Building Networks of Support Education and Learn and Serve distributed In the fall of 2006, as part of a document grants equally among 56 community educa- Teachers and administrators in Kentucky meant to help state auditors assess school tion directors (out of a total of 102 commu- must connect with community education performance, the Board of Education nity education directors). directors to receive service-learning fund- introduced the following definition of ing. This requirement creates unique oppor- service-learning: “A teaching methodology Empowering Youth tunities for those working in community that allows students to learn and apply The grant application process in Kentucky is education to partner with those working in academic, social and personal skills to non-competitive, but grantees must meet more traditional educational settings. Joan improve the community, continue individ- three criteria. First, grantees are required to Howard, the program consultant with the ual growth, and become better citizens” have advisory boards that include at least 10 Kentucky Department of Education who (Kentucky Department of Education 103). percent youths, an effort that has resulted in oversees the state’s Learn and Serve fund- This document also includes a rubric that 97 young people serving on community ing, finds that the connections that develop provides a rating of “exemplary” to schools education advisory boards across the state. between teachers, administrators, and at which “[s]ervice-learning opportunities Second, teachers and practitioners who community educators lead to a fuller and are fully integrated in the education pro- receive Learn and Serve funds must be more integrated education for students. gram of all students” (42).

The Department of Education is phasing in For more information, please contact the Kentucky Young Women Exploring Solutions (Y.E.S.), a new statewide student database over the Department of Education. a culminating senior project, is the challenge for young women course of the next several years which will at Mercy Academy, a Catholic high school in Louisville, include information on students’ participa- REFERENCES Kentucky. They must develop an action plan that addresses a tion in school-based service-learning. social justice issue at the local, state/national, and global Kentucky Board of Education. (2006). School Level Performance levels. Equipped with three years of service-learning experi- Descriptors for Kentucky’s Standards and Indicators for School Convening and Celebrating Improvement. Frankfort: Kentucky Department of Education. ence, students have eight months to plan and implement their Each year students who participate in Learn senior projects on topics of their choice ranging from domestic and Serve-funded programs attend regional violence to poverty and war. Each plan includes direct action, community education, and workshops where they present their service- advocacy. “It needs to be more than direct service,” explained learning projects to peers and educators. These Rick Blackwell, Mercy Academy Service-Learning Coordinator. workshops are sponsored by the Department of “The special part is that we have 130 kids thinking in terms of Education and organized by local districts. systemic change. That advocacy piece might be the most important because if they don’t get that [experience] here, I don’t know where they will.” One recent senior project focused on refugee issues. In partnership with Catholic Charities, a small group of students laurie S . A llen laurie aided a family of six coming to the United States from Iraq. The students held fundraisers to furnish the family’s apart- ment, met them at the airport, and welcomed them to the country. They initiated petitions for fair immigration laws and educated the local community with a website. According to Blackwell, the family would not have been able to come to this country had the students not adopted them. Y.E.S. is integrated into the students’ social justice and English courses. The plans go through an approval and refinement process and must include goals, budget, reflection, a celebration directly linked to the service, and a formal presentation. “The students are overwhelmed with the fact that they really can make a difference,” said Blackwell. The senior project is one final way students fulfill the MercyA cademy theme: “Where girls with dreams become women of vision.” 140 Chapter Title Goes Here

Louisiana

Learn and Serve Evaluating Progress matching support. To fill this gap, The Joe In 1993 service-learning found a permanent Grantees must detail their service-learning W. and Dorothy Dorsett Brown Foundation home in the Louisiana Serve Commission. programs in an annual portfolio for LSC. offered to partner with the Learn and Serve Through the commission Learn and Serve Each portfolio includes a description of the program on its Special Initiative Grants and awards subgrants on the school level, most project, a needs assessment, an evaluation of provide a 50 percent cash match. In addi- often directly to teachers. Currently 42 outcomes, quotes from participants, photos tion, the Corporation for National and grantees serve more than 3,000 youth. The of activities, and documentation of local, Community Service allowed Louisiana to number of Learn and Serve applications state, or national presentations. utilize remaining 2005-2006 Learn and declined following the hurricanes, but have Serve monies to award grants to programs almost returned to pre-hurricane levels. To Building Networks of Support in hurricane-affected areas. receive funding, grant applicants must Programs that have participated in Learn In 2007 the Learn and Serve program connect projects to the academic needs of and Serve for several years serve as models partnered with Louisiana Campus Compact students, meet state standards, and fulfill for newer programs. Those in the fourth to for a K-20 service-learning symposium. community needs. Proposals must include sixth year of funding must demonstrate Teacher candidates from the colleges and careful evaluation methodology and relevant sustainable community partnerships, universities and K-12 service-learning program partners and must engage young sources of matching support, and describe program coordinators were invited to hear people in at least 40 hours of service-learning. the achievements of former students. presentations regarding service-learning Programs that have received funding for Every year service-learning coordinators from and disaster preparedness by the Institute more than six years must demonstrate that each site come together for a training for Global Education and Service-Learning. they reached expected outcomes and show focusing on the stages of service-learning: Experienced K-12 service-learning coordina- excellence in design, evaluation, and preparation, action, reflection, demonstra- tors presented information on how they partnership development. tion, and celebration. Experienced service- used service-learning in their curricula to meet the state’s standards, benchmarks, and learning coordinators offer guidance and The hurricanes caused Louisiana to lose grade level expectations. ideas to new coordinators. many partners who had previously offered

The GATES School in Vernon Parish School System gives 16- to 22-year-olds who were not progressing in traditional schools an opportunity to change their outlook on life. GATES’ student body, 80 percent of whom receive special services, are engaged in service-learning that prepares them for jobs after high school. The students work on projects that meet community needs, combining vocational training and academics. According to GATES teacher Lori Partridge, the students also “begin to Empowering Youth believe in themselves, which is tremendous.” With support from a Learn and Serve grant, GATES students Governor Kathleen Blanco signed the complete several service-learning projects during the school Legislative Youth Advisory Council initiative year. In one project, students build handicap- accessible under the administration of the State ramps at local organizations. According to Partridge, this is one

Commission on Civic Education. Its purpose d ge partri lori of the most popular services the students provide since the is to facilitate communication between young surrounding community is very rural and lacks resources. The people and the legislature on issues of WalkAbout continues through the partner- students are in charge of researching how much the new ramp importance to youth. ship of LSC, Learn and Serve, and NYLC. A or sidewalk would be used and choose the most appropriate Learn and Serve grant was awarded to Sophie sites. Louisiana Technical College-Lamar Salter Campus has Service-Learning Leader: WalkAbout B. Wright to fund programming when school provided support to the students, training them to lay concrete In 2006 the National Youth Leadership is in session through May 2009. NYLC will and install the ramps. Council, in partnership with State Farm provide funding for summer service-learning In other projects, students built raised garden beds that are Companies Foundation and the LSC, began programming through 2009. wheelchair-accessible for an assisted living facility. They created blankets that are wheelchair-specific and delivered its Gulf Coast WalkAbout program. During For more information, please contact the Louisiana them to seniors in the area. They have also been involved in the summer, students at Sophie B. Wright Serve Commission. conservation efforts, building bluebird and bat houses that are School and Pierre Capdau Charter School in used around the state. New Orleans documented their Hurricane The training that students receive can give them a head start Katrina stories through oral history projects, in the job market; employers in the community will often call planted a flower garden at a local park, and GATES to look for employees. Partridge said, “When you see coordinated other beautification projects how much your students and community respond to [service- within the community. learning], it’s addictive.” 142 Chapter Title Goes Here

Maine

Building Networks of Support they are being offered directly to schools. The Maine standards also require educators As in many states, service-learning has been Charlie Hartman, the Department of to increase both the reach and the complex- an integral teaching method in Maine for Education’s Director of School-Based ity of service-learning experiences as students some years, fostered by the nonprofit KIDS Service-Learning, thinks this allows more move toward graduation. Elementary school Consortium, which has been honored schools to hear about and apply for the students focus on addressing a classroom or nationwide for its innovative approaches to grants because all schools in the state are school need, while high school students service-learning and civic engagement. directly contacted about available funding. focus on community, school, state, national, Increasingly, Maine students have taken These efforts have led to increased funding or international needs. In terms of service- service-learning projects to scale — expand- for service-learning in alternative schools. learning complexity, elementary students must “select, plan, and participate in a civic ing projects on gun safety, working against Support Through Policy alcohol advertising at family-friendly events, action or service-learning project” and “reflect and teaching about shaken baby syndrome. In a unanimous decision on October 10, on the project’s civic contribution.” In 2007, the Maine State Board of Education contrast, high school students are asked to Learn and Serve voted to adopt revised content standards “select, plan, and implement a civic action or service-learning project… and evaluate the Learn and Serve funding, which in the past mandating the inclusion of service-learning project’s effectiveness and civic contribution” had been concentrated in southern Maine, in social studies curricula. The new social (Maine Department of Education 2007). has spread throughout the state, with a studies standards require that all students be focus on high-poverty areas. This is largely able to apply “social studies processes, due to a change in the way in which grants knowledge, and skills” in “authentic con- are administered. In the past, grants had texts.” As part of meeting this standard, been offered on the district level, but now students in each grade span must complete a service-learning project or civic action.

As the Portland Museum of Art began preparations for its first exhibit of a deaf artist’s work, it recognized the fact that the deaf community has a distinct culture. Through the exhibit, the museum sought to engage that culture and educate the general public. It asked for help from some of the local deaf community’s youngest citizens — the grade K-8 students at the Maine Educational Center for the Deaf and Hard of Hearing/Governor Baxter School for the Deaf in nearby Falmouth, Maine. The museum staff introduced the exhibit, A Deaf Artist in Early America: The Worlds of John Brewster, Jr., to all 15 students. After researching the itinerant painter and his portraits, students compared deaf culture in the 19th century with that of today and brainstormed ways to incorporate current deaf culture into the exhibit. Teacher Julie Clark made easy but profound curricular Convening and Celebrating connections to the students’ history and art lessons. Each year students from across the state who “I wasn’t sure how interested “I wasn’t sure how interested the students would be in the have participated in service-learning projects primitive portraits, but the more we learned the more interested we became,” said Clark. Each student chose one Brewster painting gather at the state capitol building to share the students would be in the and was challenged to replicate it. They did this by dressing the their projects with members of the state primitive portraits, but the part, painting the backdrop, then posing to create interactive legislature. The strongest projects are more we learned the more elements for the exhibit: a photograph of the student signing the officially recognized by the governor. interested we became.” word for an object of significance in the painting, and/or a video For more information, please contact the Maine of the student signing their own interpretation of the painting. The Department of Education. photographs were professionally printed on cards and given to exhibit visitors with an assignment to find the object in the actual painting. The videos played continuously in the exhibit space. REFERENCES The students were the first to view the exhibit and were honored

Maine Department of Education. (2007). Maine Learning Results: at the opening night. “The project really evolved into more than I Parameters for Essential Instruction. Available at www.maine. thought,” said Clark. gov/education/lres/pei/ss102207.pdf. 144 Chapter Title Goes Here

Maryland

Support Through Policy Beginning in 1993, the Maryland Student ing Guidelines in 2005. This document insists In 1992 the State Board of Education adopted Service Alliance, now merged with the all service-learning experiences should meet a graduation rule requiring students to Maryland State Department of Education, “Maryland’s Seven Best Practices of Service- complete 75 hours of service including began training up to 15 Service-Learning Learning” which include: (1) meeting a preparation, action, and reflection compo- Teacher Fellows annually. Currently, 193 recognized need in the community, (2) nents — or to complete a locally designed Fellows share their service-learning exper- achieving curricular objectives through program approved by the state superinten- tise with colleagues throughout the state. service-learning, (3) reflection throughout the service-learning experience, (4) devel- dent of schools. Since Maryland’s class of 1997 One project of the Maryland Service-Learn- oping student responsibility, (5) establishing first met the requirement, approximately ing Fellows has been the revision of Spinning community partnerships, (6) planning 55,000 students have participated each year, Interdisciplinary Service-Learning Webs, a ahead for service-learning, and (7) equip- contributing nearly four million hours of handbook first published in 1995 to help ping students with knowledge and skills service annually to their communities. teachers connect service with their specific needed for service. curricular areas. The revised edition, Promoting Quality released by the Maryland State Department Accountability From the beginning, education and volun- of Education in 2007, includes curricular Each local school system in Maryland must teer leaders recognized that if the gradua- webs focused on aging; the environment; have an approved and up-to-date service- tion requirement were to succeed, schools hunger, homelessness, and poverty; literacy; learning plan on file at the Maryland State must provide students with quality service- pregnant and parenting teens; prejudice; Department of Education, which is assessed learning experiences. Toward that end, the public safety; and substance abuse. Maryland State Department of Education on the local and state levels. In the first year focused resources on providing support for As part of their continuing efforts to of the review cycle, the plan must be professional development. improve service-learning quality, the Mary- reviewed by a statewide panel of stakehold- land State Department of Education also ers consisting of parents, teachers, students, published the Maryland Student Service-Learn- administrators, and community-based

Preserving Revolutionary War history is at the heart of a service-learning project for students at Colonel Richardson High School in Caroline County. They were accustomed to hearing about history — after all, their school was named for a Revolutionary War hero. Now they learn about history in class, and work to preserve it at the nearby Lin- chester Mill, which was once the oldest working business in the country, even selling grain to Washington’s army. Various organization representatives. All 24 local passed away in 2002. A description of a groups have been working to preserve the mill, which fell into school systems are then visited at least once winning project is posted on the Maryland disrepair in the 1970s. Micheal McCray, President of Friends of during the next three years for a formal State Department of Education’s website the Linchester Mill, collaborated with teachers at the school to service-learning quality review by Maryland each month as a way of promoting quality start a service-learning project pairing history and English State Department of Education staff. and innovation. In addition, approximately class with local action. The project involved 130 freshmen students who worked over 200 service-learning leaders are brought two days to improve the mill’s condition. The students balanced Convening and Celebrating together each year to focus on improving work activities to clean up the site, with tours to learn about the A further strategy to improve service-learn- service-learning practice across the state. history of the mill from McCray. Students discovered buttons ing quality in Maryland has been to recog- For more information, please contact the Maryland made out of shells at the site, learning that the mill had been nize exemplary programs and individual State Department of Education. used to make them hundreds of years ago. A writing assignment contributions. At an annual awards gala, up in English class, gave them opportunity to reflect.T he Historical to two “Service Stars” from each district are Society thanked the students by donating a framed print to the recognized for excellence in service to their school with a plaque commemorating their work. communities. At the same event, new Brad Plutschak, history teacher and Service-Learning Service-Learning Fellows are recognized for Coordinator at the school, said that projects like the mill their contributions. Each year up to twelve restoration help shift perceptions of service-learning as a service-learning projects receive the Sherry significant part of education instead of an add-on. He Unger Award, honoring this longtime encourages other educators to get involved in service-learning, stating that “it’s really not as daunting as it might seem… Maryland Service-Learning Fellow, who [once you start] the kids’ energy just takes over.” He also recommends starting a direct project that is local, noting that “kids want to do stuff like this; they just need to be pointed in

bra d ley plutschak the right direction.” 146 Chapter Title Goes Here

Massachusetts

Building Networks of Support partnerships, high-quality service-learning, Evaluating Progress For the 2006-2009 Learn and Serve grant youth leadership development, and resource In 2000 the Massachusetts Board of Education cycle, the Massachusetts Department of development. These trainings will be open to formed the Community Service-Learning Education, the Massachusetts Service Alliance, service-learning leaders throughout the state. Advisory Council to provide guidance to the Brandeis University, and Massachusetts Empowering Youth Board and the Department of Education on Campus Compact have partnered together how to best employ service-learning as a and received a competitive, school-based The Massachusetts Service Alliance, with strategy for improving student academic grant. This grant, totaling $449,999, is funding from Learn and Serve America, has performance, personal development, and intended for districts working to establish a supported over 50 Youth Councils throughout civic engagement. In 2001 the Advisory Board new community partnership or those plan- the state since 2000. In addition, the imple- began surveying superintendents to uncover ning to deepen existing partnerships. mentation plan for the competitive school- the prevalence of service-learning in Massa- based grant focuses on youth development, chusetts. The resulting report, Fulfilling Our The four partners are interested in fostering engaging at-risk youths, and ensuring Civic Mission: Service-Learning in Massachusetts, school-community partnerships that involve that young people have opportunities for was published in March 2006. community partners in all aspects of the leadership through their service-learning service-learning program. The goal is to push projects and elsewhere in their communities. The Advisory Council found that more than a schools to engage with community partners as third of all districts in the state reported the more than sites where students can perform The Department of Education and the use of service-learning in their classrooms, service. These grants will go to at least 16 Massachusetts Service Alliance offered a and that service-learning is most often utilized districts in Massachusetts. The Department of youth-adult partnership training in spring as a strategy for fostering students’ sense of Education and the Massachusetts Service 2007 to help school and community part- civic responsibility and connection to the Alliance will provide grantees with at least six ners enter into a dialogue about strategies community. The Advisory Council also trainings focused on building stronger for empowering youth. identified several factors that check the rapid expansion of service-learning practice in

“Am I doing enough?” is a question many young teachers ask themselves — but few answer like Zach Snow, a biology teacher at Newton North High School, just outside Boston, Massachusetts. Inspired four years earlier by his summer reading of Eco-Economy by Lester R. Brown, Snow reflected on his personal impact. “I have a responsibility to create students who will move our country toward environmental sustainability,” he said. Snow was satisfied with the way he covered the environment unit; Massachusetts: lack of funding, teacher however, he felt he should “do something bigger.” overload, and limited professional develop- He decided to require year-long environmental service-learn- ment. The report recommends increased ing projects of his advanced placement biology students. The policy support and advocacy for service-learn- process was designed not only to enhance his environment unit, but also to foster a passion for biology — the course’s ing, increased resources to support service- saltus eva primary objective. The projects begin in the fall with individual learning, increased professional support for students or small groups choosing local environment-related service-learning, and a statewide system for For more information, please contact the Massachu- issues. The students conduct needs analyses and submit collecting service-learning data. The Advisory setts Department of Education. detailed proposals. During the second term they partner with Council plans to replicate their survey of community organizations, research their chosen issues and superintendents every five years. REFERENCES submit in-depth research papers. In the third term, students

Community Service-Learning Advisory Council to the Massachusetts organize and implement their service-learning projects. They Convening and Celebrating Board of Education. (2006). Fulfilling Our Civic Mission: finish and formally present in the fourth term. The Massachusetts Department of Educa- Service-Learning In Massachusetts. Malden, MA: Massachusetts One recent exemplary project involved two juniors working Learn and Serve. tion brings together at least 250 students, on the issues of renewable energy and reducing the carbon teachers, administrators, community footprint. They partnered with a local agency, Green Decade partners, and representatives of higher Coalition, to raise funds for solar panels to be installed on education for an annual state service-learn- Newton Public Schools. They organized a benefit concert called ing conference. Current Learn and Serve “EnviroJam,” which featured student and faculty musical acts. As event emcees, the students educated the sold-out crowd grantees are invited to present their pro- and ultimately raised $3,000 for the local initiative. grams. Several sessions each year focus on “The most exceptional part is the pride that the students how to sustain service-learning programs. have when they take a project on that they completely own,” The 2007 conference featured a round table said Snow. “Connecting their feeling of accomplishment with a with superintendents about how district sense of advocacy is my greatest goal.” leaders can better support service-learning. 148 Chapter Title Goes Here

Michigan

Increasing Sustainability six-year program plan showing how they will driven by individual teachers rather than The Michigan Community Service Commis- develop sustainability. In the first year, wider initiatives — 62 percent of schools sion continues to spearhead efforts to Learn and Serve grantees focus on planning reported individual teachers provide their promote service-learning. In 2002 the and setting up a professional development students with service-learning experiences. plan. Years two through four make up the Commission engaged Public Sector Consul- As a part of MCSC’s ongoing efforts to implementation phase, during which tants to survey school administrators and improve service-learning quality, RMC grantees focus on growing the program in found that while youth service was wide- Research Corporation conducts an annual light of the Rubric for Sustainability. MCSC spread, more work was needed to ensure evaluation of Michigan’s Learn and Serve conducts site visits to help grantees and give program sustainability. subgrantees. In their 2006 evaluation, RMC them feedback during this phase. In the found statistically significant increases in These findings led to shift the focus from final phase, grantees are asked to reach out how grade 3-5 students rated themselves on funding individual projects toward institu- to other schools and share their service- their ability to make a difference. tionalizing a process that will sustain pro- learning expertise. grams long-term. MCSC worked with a Convening and Celebrating committee of educators to design a sustain- Evaluating Progress MCSC hosts two annual gatherings for ability rubric to plan for and evaluate In 2005 MCSC contracted with Public Sector service-learning leaders in Michigan. The service-learning programs according to a Consultants to conduct a follow-up to their Symposium on Sustainability, held for Learn wide array of indicators. 2002 survey of school administrators. They and Serve grantees and former grantees, found 4 percent of schools have a service- includes teacher-led workshops, keynotes Learn and Serve learning graduation requirement, 10 from national service-learning leaders, and The rubric influenced MCSC’s administra- percent require community service, and 3 planning sessions. The second event, the tion of the 32 Learn and Serve America percent require both. More teachers use Michigan Institute on Service-Learning, school-based grants awarded in 2006-2007. service-learning — from 24 percent to 28 co-sponsored by Michigan Campus Com- Grantees are required to formulate a percent. Service-learning continues to be

pact, brings together more than 350 stake- Empowering Young People Serving Our Community Kid Style is an holders from K-12 and higher education Young people also participate in statewide annual service-learning program for all 600 students. SOCKS institutions for workshops and networking. service-learning efforts through MCSC’s began three years ago when a parent and a teacher approached Chris Turner, the principal of Independence The partnership between MCSC and Service-Learning Youth Council, young Elementary School in Clarkston, Michigan, with the idea of a Campus Compact has grown as they have people in grades 7-12 who promote service- school-wide community service day. What began as simply learning and offer trainings throughout shaped plans for increased joint program- that, “evolved into a service-learning tradition,” according to Michigan. In 2006 Youth Council members ming to promote a lifetime of service. In Corena Bell, project coordinator and first-grade teacher. 2007 they hosted the Fourth Annual Urban initiated 17 local projects and delivered Four classrooms of each grade-level focus on a unique Service-Learning Institute at Wayne State more than 30 presentations on the service- project, the components of which are fully integrated into all University, which brought together more learning best practice and impact. curricular areas. Kindergartners make and decorate toiletry bags for HAVEN, a local shelter for abused women and than 100 community leaders, educators, and For more information, please contact the Michigan children. First-grade students make dog toys for the local service-learning practitioners to address Community Service Commission. challenges facing youths, educators, and humane society and collect aluminum cans for Paws with a community partners in urban settings. Cause. The second grade writes letters and makes care packages for service people in Iraq. Third-graders assemble muffin packages, make refrigerator magnets, and write letters for delivery with Meals on Wheels. The fourth grade makes blankets for the local hospital. Fifth-grade students perform a

corena J o B ell music program for senior citizens, whom they then interview and share a meal with. The seniors are now coming to the school to share their talents with the elementary students. “We are planting seeds and it grows at each grade level. With that history we are going to see adults who are responsible, caring citizens,” commented Bell. Not only are seeds being planted with the students, but teachers have been inspired by the success of this program as well. Bell added, “The units are getting better and better, and eight of our staff members have decided to do service-learning on their own.” 150 Chapter Title Goes Here

Minnesota

Learn and Serve frameworks geared toward project-based The Minnesota Legislature continues to allow In past years, Minnesota had received three learning. The Profile of Learning was set school districts to levy $1 per capita for types of grants from Learn and Serve Amer- aside and replaced with the Minnesota community-education-based youth develop- ica to support local service-learning efforts: Academic Standards in 2003. At present, ment programs — including service-learning. school-based formula grants, community- officials from the Minnesota Department of This levy is in addition to a general commu- based competitive grants, and school-based Education do not mandate the use of any nity education levy. The state does not cur- competitive grants. The state currently particular teaching strategy — including rently assign a position to monitor how these receives only school-based formula grants. In service-learning — and there is no current youth development funds are being spent. state initiative to include a service-learning addition, the size of Minnesota’s school- Minnesota statute 124D.50, entitled “Ser- requirement or service-learning language in based grants declined from $308,526 in 2000 vice-Learning and Work-Based Learning the Minnesota Academic Standards. to $238,038 in 2004. Despite reductions in Curriculum and Programs,” directs the federal funding, Learn and Serve funding In 2005 the Minnesota Department of Governor’s Workforce Development Coun- supported 13,703 young people as they Education adopted the following definition cil and the Commissioner of Education to participated in service-learning programs at of service-learning: “Service-learning is a develop a curriculum combining service- 40 schools throughout the state in 2006-2007. form of experiential learning whereby learning and work-based learning. The students apply content knowledge, critical statute also requires schools to provide Support Through Policy thinking and good judgment to address individuals who are 10th grade and older Prior to 2003 the Minnesota Department of genuine community needs.” Beyond defin- with opportunities to apply for and partici- Education presented service-learning as a ing the activity, Minnesota has seen few pate in service activities. Service-learning is teaching and learning strategy particularly changes in policy regarding service-learning promoted as an effective strategy within suited to Minnesota’s Profile of Learning — over the last few years. career and technical education programs. a set of state educational standards and

In the spring of 2005 what was once a single teacher’s “I’ve always dreamt of a windmill;” said dream became a community’s reality — the windmill Duluth physics teacher Kevin Michalicek after attending a service-learning workshop. Ideas flew at an initial meeting began generating usable energy. among Michalicek, Kathy Bartsias, the Duluth Public Schools district service-learning specialist, and Andy Remus, a Minne- sota Power electrical engineer. A partnership was formed, but they knew the most important link was missing — the students. Perched on a hill overlooking Lake Superior, Central High Convening and Celebrating School is a perfect windy spot for generating energy. Remus began spending time with Michalicek’s 12th-grade honors The Service-Learning Specialist at the Depart- physics class, educating his students about alternative energy ment of Education organizes a state service- sources. The students soon became the project’s catalysts, using learning conference that brings together more new knowledge to design logistics and engage others to answer than 200 educators and practitioners every critical questions: What will be done with the energy that the three years. The Department of Education windmill generates? What are the district’s safety concerns and also offers service-learning trainings teachers how can they be addressed? Are there zoning limitations that can use as training hours toward renewing need to be considered? According to Remus, “This was much licensure. Recent trainings related to service- better than reading [about physics] in a textbook.” learning have focused on literacy, at-risk youth, “Everything fell into place. It really was remarkable,” and a fishing curriculum created by Minne- commented Bartsias. Minnesota Power donated the construc- sota’s Department of Natural Resources. In tion of the windmill, including the long connection between it addition, the National Service-Learning Confer- and the once-dark welcome sign it would ultimately light. The Institute of Electrical and Electronic Engineers and the Duluth ence, hosted by NYLC, returns to Minnesota Rotary Club also provided funding. “This is an excellent every five years and brings together nearly example of cooperation between community agencies and our 3,000 service-learning leaders — including school system,” said Michalicek. young people — from across the country. In the spring of 2005 what was once a single teacher’s For more information, please contact the Minne- dream became a community’s reality — the windmill began sota Department of Education. generating usable energy. Ever since, the windmill has been used as a teaching tool in a variety of ways, and plans are now underway for windmills at other district schools. REFERENCES

Minnesota Statutes §124D.50 (2007). Available at http://www. revisor.leg.state.mn.us/bin/getpub.php?pubtype=STAT_CHAP_ SEC&year=2007§ion=124D.50. 152 Growing to Greatness 2008

Learn and Serve Funding

K-12 Competitive Grants State Grant Amount Higher Education Grantees State Grant Amount

Sitka Tribe of Alaska AK $111,776 Maricopa County Community College District AZ $350,000

DC State Education Office DC $175,558 San Francisco State University CA $500,000

Florida Department of Education FL $475,000 The University Corporation CA $195,000

Idaho State Dept of Education ID $153,424 Morehouse School of Medicine GA $400,000

Purdue University IN $484,841 University of Hawaii HI $400,000

Massachusetts Department of Education MA $499,999 Northern Kentucky University Research Foundation KY $393,972

Maine Department of Education ME $142,655 University of Louisiana System LA $406,340

Hannahville Indian Community MI $106,390 Xavier University of Louisiana LA $190,000

Connect Michigan Alliance MI $380,339 Community-Based Grantees State Grant Amount

Northwestern Connecticut AHEC CT $387,985 All states are eligible for K-12 Learn and Serve formula funding. The formula is based on the proportion of school-age youths (ages 5-17) in each state to the total number The National Network for Youth DC $409,169 of school-age youths in all states. For the 2006-2007 year, formula amounts ranged Michigan Community Service Commission MI $339,750 from $33,489 (Wyoming) to $2,266,227 (California). Competitive grants were also available. The information on this page shows competitive Learn and Serve awards Search Institute MN $347,218 in the states profiled in Growing to Greatness 2008. Growing to Greatness 2008 153

Glossary

The following terms are commonly associated with High Quality Service-Learning: Service-learning that meets Service-Learning: A philosophy, pedagogy, and model for service-learning; the definitions pertain to their the K-12 Service-Learning Standards for Quality Practice. community development that is used as an instructional application to service-learning. strategy to meet learning goals and/or content standards. Indicator: A quantitative measure used to predict an outcome. Accountability: Measurable proof — often shown in student Social Capital: The features of social organization, such as achievement data — that teachers, schools, districts, states, K-12 Service-Learning Standards for Quality Practice: A set networks, norms, and trust, that facilitate coordination and organizations, and agencies are efficiently and effectively of standards and associated indicators determining the cooperation for mutual benefit. accomplishing their goals. nature and extent to which service-learning practice can be considered as high quality. Youth Service: An umbrella term identifying program models, Authentic assessment: A form of assessment that measures titles, and organizations whose youth provide service to students’ knowledge and skills as demonstrated through Learning Assessment: Documentation and evaluation of how their school and/or communities. The term should not be real-world products or achievements. Service-learning well students have met curricular goals and learning confused with “youth services,” which typically refer to demonstrates learning through a service project that results objectives. Because of the nature of service-learning, programs that serve youth. in such a product or achievement. assessment activities such as portfolios, rubrics, and anecdotal records are appropriate in addition to standard Youth Voice: Young people have ownership of and an active Civic and Citizenship Education: Teaching the knowledge approaches such as test and papers. say in the selection, design, implementation, and evaluation and skills necessary for effective civic participation, and of a service-learning project. connecting education to concepts such as democracy, National Service: Service programs organized by national liberty, responsibility, and freedom. governments to promote the welfare of their citizens. Participants are often young people in emerging adulthood. Community Service: Community service is often a form of volunteerism done within a defined community, which could Positive Youth Development: A body of theory that identifies be a classroom, school, town, or city. Typically, it does not factors that support the development of young people into have an intentional tie to learning; the emphasis is strictly caring, capable, and civically engaged adults. on service. In the context of the judicial system, “community service” can have a punitive connotation. Project Evaluation: The process of evaluating how well a service-learning project achieved its goals, and what impact Experiential Education: Emotionally engaged learning in the project had on participants and the community. Project which the learner experiences a visceral connection to the evaluation is separate from student assessment. subject matter. Good experiential learning combines direct experience that is meaningful to the student with guided Reflection: A critical component distinguishing service- reflection and analysis. It is a challenging, active, student- learning from community service. Reflection is the conscious centered process that impels students toward opportunities review and critical analysis of the service performed, giving for taking initiative, responsibility, and decision-making. meaning to the service and enhancing the understanding of classroom concepts. 154 Growing to Greatness 2008

More about Growing to Greatness

The desire to serve, to do meaningful work that is of value to Growing to Greatness continues to offer some of the most Across this country our youngest citizens are stepping other people, is universal. Growing to Greatness provides valuable reading in the service-learning field. Whether you are forward to shoulder the responsibilities of active citizenship community leaders, educators, and policy-makers with a researcher, administrator, or practitioner, you will find through service-learning in ever-expanding number. Thanks critical information and resources to mobilize local people, timely, lively, well-documented information that will assist you to State Farm and NYLC, this pioneering movement comes to including neighborhood youth[s], to solve local problems. in your quest to improve both schooling and community life. life through the pages of Growing to Greatness. It is an important overview of the service-learning field’s Drs. James and Pamela Toole Harris Wofford progress to date in creating not only active citizens, but also Compass Institute and the University of Minnesota Former U.S. Senator, Pennsylvania; Former CEO, future leaders eager to be the agents of change. Corporation for National Service Dorothy Stoneman Growing to Greatness is a wonderful resource on President and Founder, YouthBuild USA service-learning that fits well with strategies for school Growing to Greatness recognizes and celebrates the work done reform outlined in NASSP’s Breaking Ranks II and daily by dedicated young people, educators, and civic leaders Growing to Greatness 2006 brought renewed power and Breaking Ranks in the Middle. to promote and expand service-learning in schools and communities across the country. The examples, profiles, and insight to our shared commitment to service-learning and Gerald N. Tirozzi, Ph.D. its impact and potential on “both sides of the hyphen.” Executive Director, articles of this report are incredible resources for those of us Together, NYLC and State Farm are playing an important National Association of Secondary School Principals committed to nurturing generations of engaged learners and leadership role for the field — by making the case, pointing active citizens ready to participate in our global community. to what works, and reminding us yet again that we will only Growing to Greatness is a must-read resource for policy-mak- Nelda Brown achieve the full promise of this great country when young ers, practitioners, and any member of the public interested in Executive Director, National Service-Learning Partnership people are viewed as important resources and partners in service-learning. It’s practical, highly readable, and full of rich the work to be done. detail about this important and ever-changing field. Growing to Greatness is an exceptional source of informa- Marguerite Kondracke Shirley Sagawa tion and ideas about the status of service-learning. It Executive Director, America’s Promise — The Alliance for Youth Author; Consultant; Former Executive Vice President, provides perspectives on service-learning as a field of The Corporation for National Service practice and subject of study; reports empirical evidence NYLC and State Farm are giving a great boost to the from survey research; presents profiles of practice in service-learning field with each annual publication of By drawing together cutting-edge research and carefully particular places; and features highly intelligent thinking Growing to Greatness. The information is not only useful for documented practice, Growing to Greatness tells the about this work in the years ahead. those of us “in the business,” but it provides a compelling compelling story of how service-learning is shaping the lives Barry Checkoway, Ph.D. argument for young people, educators, elected officials, of young people, their schools, and their communities. University of Michigan School of Social Work parents, corporate leaders, and anybody who cares about Policy-makers, educators, and community leaders will find in student achievement and the health of American democracy. these landmark reports the evidence and insight needed to Steven A. Culbertson propel this movement into the future. President and CEO, Youth Service America Peter L. Benson, Ph.D. President, Search Institute Growing to Greatness 2008 155

State Farm and NYLC are to be congratulated for providing Growing to Greatness demonstrates the importance of We know that young people’s hope, passion, and energy can this important resource and for contributing to a deeper providing meaningful opportunities for youth[s]. It’s an provide vital fuel to community efforts to improve. Growing understanding of the service-learning movement. Growing to especially important resource for schools that have not to Greatness not only offers a comprehensive scan of the Greatness clearly documents the contributions service- invested in service-learning because it will convince “how, what, where, and when” this exciting work is taking learning is making to the intellectual, personal, civic, and them to get involved. place, it also paves the way for the movement’s continued moral development of students. Patti Smith Ed.D. growth by organizing information for policy-makers, Ira Harkavy Associate Director, Secondary School Redesign practitioners, researchers, and anyone who cares about Associate Vice President and Director, Center for Community The Education Alliance, Brown University youth[s] and change into a true one-stop shop. Partnerships, University of Pennsylvania Karen Pittman Growing to Greatness is the best available resource on the Executive Director, The Forum for Youth Investment Growing to Greatness documents how youth[s], families, state of K-12 community service and service-learning in this and communities are working toward educational and social country. The evidence presented overwhelmingly supports Engaging youths in the advancement of civil society is a change, and is essential reading for anyone interested in the reach of this work, and includes research findings, policy fundamental component of the promotion of positive youth youth development. Growing to Greatness provides fresh information, and state and program profiles in clear, easily development. This landmark report documents the important perspectives and intellectually stimulating arguments on digestible summaries. contributions being made by community-based, service-learn- the merits of service-learning. Jeffrey Howard, Ph.D. ing organizations in enhancing the lives of our nation’s youths. Chris Kwak Associate Director for Service-Learning at the University of Michigan’s Richard Lerner, Ph.D. Program Director, W.K. Kellogg Foundation Edward Ginsberg Center for Community Service and Learning Director, Institute for Applied Research in Youth Development, Tufts University An excellent resource that answers questions many policy- Growing to Greatness offers readers essential information to makers, education leaders and other education stakeholders understand and advance service-learning. Long-time Growing to Greatness documents the power of learning that ask: What is the current status of service-learning across the practitioners will feel a sense of pride at the state of engages young people as active citizens in their communi- country? What does quality service-learning look like? What are service-learning. For people new to the field, G2G captures ties. An excellent resource for educators, policy-makers, and examples of policies for states and districts? the meaning and value of service-learning for young people community activists. and teachers, provides encouraging research results, gives Terry Pickeral Rachel B. Tompkins, Ed.D. you lessons on ways to implement service-learning, as well Executive Director, National Center for Learning and Citizenship President, Rural School and Community Trust as helpful resources. An excellent source for up-to-date information on service- Carol Kinsley, Ed.D. Growing to Greatness is an excellent resource for learning about learning from across the nation, including information on Corporation for National and Community Service, Board of Directors, the state of service-learning in the U.S.A. and for getting a programs, policies, and research. National Service-Learning Partnership, Chair, Board of Directors bird’s-eye view of the research that is needed for its progress. Reed Larson, Ph.D. Don Eberly Pampered Chef Ltd., Endowed Chair in Family Resiliency, President, International Association for National Youth Service University of Illinois-Urbana About Growing to Greatness

Growing to Greatness makes clear the case for service- Over the past five years, the Growing to Greatness annual Once again NYLC has created a useful and thought- learning by demonstrating how quality service-learning reports have become essential desk (and backpack!) provoking annual report on the state of service learning. experiences can broaden and deepen schooling’s impact. It companions for those writing about, organizing, and The Growing to Greatness series has become a reliable does so by synthesizing research and by providing participating in service-learning programs throughout the source of reflections by leading figures on both where the descriptions of initiatives that work. This volume will be valu- world. Each report provides snapshots of the current state of field is and where it needs to be headed. By tapping a able to service-learning educators. And perhaps it is even research alongside concrete examples of service-learning broad range of authors who provide both new insights and more important to get this into the hands of those who focus programs in action. This interplay in bridging the research challenges, this essential publication helps build a on educational policy and reform. Growing to Greatness and practice makes G2G’s publications enormously useful. stronger, intellectually grounded field — one that can help highlights important and often under-valued gaps in many Joel Westheimer shape the future. It combines the best of lessons from schools’ priorities and practices and shows how service- University Research Chair in Democracy and Education research and practical examples that inspire. Congratula- learning can help educators respond. University of Ottawa (Ontario) tions on another successful year! Joseph Kahne Dale A. Blyth, Ph.D. Abbie Valley Professor of Education Service-learning through volunteering is one of the most Associate Dean for Youth Development, University of Minnesota Dean, School of Education, Mills College effective ways to enrich young people’s lives by enhancing personal and social growth. Through civic engagement, For 25 years NYLC has been a clear, constructive, compas- Growing to Greatness 2008 is a unique resource about the young people can develop leadership skills, explore career sionate voice for some of the most effective methods to state of service-learning in the U.S. — there is nothing opportunities and appreciate how individual contributions improve not only schooling, but also learning. Many of the comparable. The series of these annual reports has can make our community a better place to live. schools in the U.S. with the highest test scores are also provided a very useful documentary on the service-learning Congresswoman Betty McCollum, MN-04 strong believers in service-learning. The more we listen to landscape as it has evolved by citing research, discussing NYLC, the better our youngsters will do. topics of interest to practitioners, and raising important Those of us in higher education need to pay attention to Joe Nathan policy questions. NYLC has provided a service to the what is happening in K-12 service-learning. High school Senior Fellow, Director of the Center for School Change service-learning community of practice by compiling students are coming to expect service-learning experiences University of Minnesota information and resources that support our work to create as part of their college education, and we need to be ready high quality programs and facilitative policy. And in the for them. Growing to Greatness helps the higher-ed end, we need this kind of information to support the role community understand the trends and outcomes for younger we believe young people should have in transforming their students in civic engagement. communities and their education. Gail Robinson Susan E. Stroud Manager of Service-Learning Executive Director, Innovations in Civic Participation American Association of Community Colleges

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