Puliic Schools

Restoring the Balance Between

PuLIIc Schools

by Bruce 0. Boston Sarah S. Pearson and Samuel Halperin, Editors

BRIDGING YOUTH POLICY, PRACTICE AND RESEARCH

4- AMERICAN YOUTH POI,ICY FORUM AND ASSOCIATION FOR SUPERVISION AND CURRICULUM DEVEbOPMENT American Youth Policy Forum - Bridging Youth Policy, Practice, and Research The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization, provides learning opportunities for policymakers, practitioners, and researchers working on youth issues at the national, state, and local levels. AYPF's goal is to provide participants with information, insights, and networks on issues related to the development of healthy and successful young people, productive workers, and participating citizens in a democratic society. Our work focuses on: secondary and postsecondary education, out-of-school and at-risk youth, juvenile justice, national and community service, service-learning, and related forms of youth development, transition to careers and career development, training, and preparation for employment. AYPF publishes a wide variety of policy reports and material on youth and youth policy issues. These publications may be found on our website at www.avpf.org. AYPF events and policy reports are made possible through the support of a consortium of philanthropic foundations. The views reflected in this publication are those of the author and do not necessarily reflect the views of the funders. This publication was made possible in part through the support of a grant from the W. K. Kellogg Foundation. Association for Supervision and Curriculum Development The Association for Supervision and Curriculum Development (ASCD) is a community of educators, advocating sound policies and sharing best practices to achieve the success of each learner. Founded in 1943, ASCD is a nonprofit, nonpartisan organization that represents 170,000 educators from more than 135 countries and more than 60 affiliates. Our members span the entire profession of educators-superintendents, supervisors, principals, teachers, professors of education, and school board members. Copyright @AmericanYouth Policy Forum, Washington, DC, 2005. This publication is copyrighted, but may be cited without permission providing the source is identified as: Restoring the Balance Between Academics and Civic Engagement in Public Schools, Washington, DC: American Youth Policy Forum, 2005. Reproduction of any portion of this report for commercial sale is prohibit- ed. For additional copies of this publication, please send $5 (includes shippingthandling) per copy to AYPF, 1836 Jefferson Place, NW, Washington, DC 20036, or call 202-775-9731. Visit our website, www.aypf.or~. ISBN 1-887031-89-8 Restoring the Balance Between Academics and Civic Engagement in Public Schools

by Bruce 0. Boston Sarah S. Pearson and Samuel Halperin, Editors

American Youth Policy Forum

AND Association for Supervision and Curriculum Development

CONTENTS

ACKNOWLEDGMENTS ...... -1 EXECUTIVESUMMARY ...... 3 AGLOSSSARYOFTERMS ...... 5 INTRODUCTION ...... 7 What's the Problem? ...... -7 Telling Evidence ...... 7 TheGoodNews ...... 9 What Are the Implications? ...... -9 What Must Be Done? ...... -10 PROPOSITION 1 ...... -11 PROPOSITION 2 ...... -15 PROPOSITION 3 ...... -17 PROPOSITION 4 ...... -19 PROPOSITION 5 ...... 23 PROPOSITION 6 ...... -25 PROPOSITION 7 ...... 29 CMC EDUCATION AND CMC ENGAGEMENT PROGRAMS ...... 31 SCHOOLCOMMUNlTY PARTNERSHIPS RESOURCES ...... 33 Civic Education and Civic Engagement ...... 33 School Reform and Civic Engagement ...... 33 ComniryBased Organizations and Civic Engagement ...... 34 ANASSERTIONANDANAPPEAL ...... 37 APPENDIX A - Round Table Participants ...... 39 APPENDKB-RegionalMeehgs ...... 41 APPENDIX C -Principles of Effective Character Education ...... 43 APPENDIX D -Pathways to Civic Character ...... 44 APPENDIX E -Developing Support at State and Local Levels ...... 45 NOTES ...... -47 BIBLIOGRAPHY ...... 50

Restoring the Balance Between Academics and Civic Engagement in Public Schools 1

reating academically proficient and civically engaged students seems a reasonable task on the sur- face, but in practice the idea reveals itself as an enormous challenge. As we currently know, just one of the tasks is capable of consuming all the resources we can give to it. But can addressing just one of those tasks give us the educational system our children and youth need for a promising future? The question we chose to explore was this: How can we balance the dual mission of academic proficien- cy and civic education (with engagement) in our public education system without compromising either? The seven propositions listed in the report, shaped by numerous national, state, and local-level discussions among a diverse group of individuals, attempt to answer our question. The aim of the report is to inform and ignite interest in moving beyond a reflection on the dual purpose of public education to an action plan that seeks to strike the balance between academics and civic engagement for our students. In the winter of 2004, working under a grant from the W.K. Kellogg Foundation, leaders in education reform, policymaking, and research, as well as front-line practitioners and administrators, were invited as panelists (Appendix A) to look at key issues affecting academic and civic preparation through three lens- es: research, leadership in state-level education policy, and local or "ground level" concerns from local practitioners and administrators. All three Washington, DC-based Roundtables were asked to examine this question: "As states implement the No Child Lefr Behind Act (NCLB),many education leaders fear that much of the civic development that schools traditionally provided runs the risk of becoming marginalized. NCLB is breaking new ground in attempts to prepare students to attain higher levels of academic achievement, but how will it support the development of the knowledge and skills necessary to prepare an active, informed, principled, and engaged citizenry?" Approximately 150 participants (Appendix B) listened to the panelists' presentations and participated in small group discussions to further examine this question. Participants were asked to identify the basic elements of an action plan to be formalized in a final report summarizing their discussions. Their ideas were captured and cast in the form of the propositions that form the outline of this report. In the spring of 2004, these propositions were discussed in detail by several groups of state- and district-level policymakers, education leaders, community and business leaders, educators, parents, youth, and other citizens at meetings in Washington, DC; Orlando, Florida, Stafford, Virginia; Arlington, Virginia; Takoma Park, Maryland; Portland, Oregon; Phoenix, Arizona; and Boston, Massachusetts. Feedback from each of these meetings was reviewed, assessed, and incorporated into this report. The American Youth Policy Forum and the Association for Supervision and Curriculum Development would like to express our appreciation to all who joined in the Forum and Roundtable discussions as panelists or participants, and to those who attended regional meetings that further informed the report. Without the focus and participation from a variety of educators, administrators, policymakers, researchers, parents, business and community members, and youth this report would not have been possible. In particular, we would like to thank the following individuals: Susan Abravanel, SOLV Lee Arbetman, Street Law Shelley Billig, RMC Research Martin Blank, Coalition for Community Schools, Institute for Educational Leadership - AYPF ASCD

Ann Brainard, Center for Civic Education Betsy Brand, American Youth Policy Forum Anne Bryant, National School boards Association Jan Brite, Arizona Department of Education Barbara Border, Education Leadership Consultants Sam Chaltain, First Amendment Schools Andy Furco, University of California - Berkeley Barbara Gleason, Association for Supervision and Curriculum Development 1 Susan Griffin, National Council for the Social Studies 1 Janith Jordan, Metropolitan College Mary Kennerly, Lexington School District Five, North Carolina Susan Kovalik, Integrated Thematic Instruction Molly McCloskey, Association for Supervision and Curriculum Development Vince Meldrum, Earth Force Melanie Mitchell, Kenan Institute for Ethics, Duke University

Ed O'Brien, Street Law I Caroline Pereira, Constitutional Rights Foundation - Chicago I Merle Schwartz, Character Education Partnership I Judith Tourney-Purta, University of Maryland Finally, we would like to thank veteran education writer Bruce Boston who worked diligently to capture what we believe is a forceful argument that will prove useful to policymakers and a mainstream audience of readers, and the W. K. Kellogg Foundation for their generous support in making the discussions leading to this report and the report possible. Sarah S. Pearson Diane Berreth Senior Program Associate Deputy Executive Director & Chief Policy and Planning Officer American Youth Policy Forum Association for Supervision and Curriculum Development Restoring the Balance Between Academics and Civic Engagement in Public Schools 3 I

lthough the No Child Lefr Behind Act of 2001 (NCLB) refocused a generation-long emphasis on the importance of "core" subjects such as math and reading in our schools, this renewed concern ,with academics has a blind spot. The opening section of this report, "What Is The Problem?' points to a disturbing imbalance in the mission of public education. It notes that the recent preoccupation of the nation with reshaping academics and raising academic performance has all but overpowered a task of equally vital importancducating our young people to become engaged members of their communities as citizens. The "Telling Evidence" offered by the report points to an undercurrent of apathy eroding civic participation among the young, beginning with voting patterns and extending to a tale of disturbing disengagement from civic and political institutions. A number of assessments, including the National Assessment of Educational Progress (NAEP), the International Education Assessment Civic Education Study, and surveys conducted by the Center for Information and Research on Civic Learning and Engagement (CIRCLE) bear out the conclusion that levels of civic learning--and more importantly civic engagement-in the areas vital to the exercise of citizenship are disappointing.

Reports from many quarters lend credence to such around which the report's action plan is funda- concerns. Since the implementation of No Child mentally organized, therefore, are these: Left Behind, the amount of time teachers spend on Proposition I: The business of public education social studies, geography, civics, and other related in America is, and should be, to teach young peo- subjects has decreased at the elementary level, ple how to take charge of their own learning and while time spent on reading, mathematics, and sci- to become responsible, informed, and engaged ence has increased. Additionally, time allocated to citizens. foreign languages, art, and music has decreased at both elementary and secondary levels.' This is Proposition 2: We must sharpen the mission of especially true among schools with high minority our schools to make sure it includes the knowl- populations. How, the report asks, can schools edge, dispositions, virtues, and skills of responsi- reverse this pattern, and provide students with an ble citizenship. education that will allow them to become well- Proposition 3: Civic knowledg-learning how rounded both academically and civically? the community works-and civic engagement- the practice of becoming effective in that An Action A~enda,Under a grant from the W.K. process-must become integral to a broadened Kellogg Foundation, the American Youth Policy "core" of learning. Forum (AYPF), partnering with the Association for Supervision and Curriculum Development Proposition 4: Civic education, which includes (ASCD), undertook the task of developing an the methodologies of service-learning and charac- action agenda to assist legislators, other education ter education, has demonstrated success in policymakers, school administrators, teachers, improving student engagement in school and community life, bolstering academic perform- parents, and citizens to identlfy ways to help stu- ance, and reducing negative behaviors. dents become both academicall) proficient and civically engaged. The report offers that agenda Proposition 5: Realign education reform efforts in the form of seven propositions. Taken together, to support opportunities of integrated curricula. they form the skeleton of a step-by-step argument Proposition 6: An action plan is required to that provides a different perspective and the spe- accomplish the mission outlined in this report. cific, concrete steps we need to take if we are to The plan should provide a clear path for educators educate students who are both academically profi- to link academic subjects with service-learning cient and civically engaged. The propositions and character education, or other strategies, in 4 AYPF ASCD support of greater civic knowledge and engage- The main argument of the report is followed by brief ment experiences for students. The plan should descriptions of several programs that have success- include these elements: fully brought together academic learning and civic Expectations for both program and student engagement, followed by a summary of research on schoolcommunity partnerships as particularly prom- performance regarding civic education and king programmatic approaches to launching an civic engagement are clearly connected to action plan like the one offered here. state or district standards and assessment; The report concludes with an assertion and an Supportive education policy at the national, appeal. Citizenship in the American tradition, the state and local levels that provides a frame- report insists, is more than a status conferred. It work for balancing academic performance has always aspired to the much higher level of and civic engagement is enacted; personal participation, and is a continuing affir- A system-wide accountability plan, includ- mation of the role of the self in self-government. ing meaningful assessments of both student But citizenship in the American tradition also car- outcomes and opportunities to learn, is ries with it the expectation that we will both implemented; enlarge its boundaries and pass it on to our children. We appeal to all Americans, therefore, to Planning and funding for professional broaden our concept of public education to development for educators is secured and embrace civic learning and engagement. supports mastery among students of the knowledge and skills required for civic engagement; Funding is secured by districts and/or schools to hire a coordinator to facilitate collaboration between the school and the community. Active awareness and sensitivity to the role of school culture in academic performance is maintained; Commitment to a programmatic approach that focuses on students, their needs, and the needs of the students' community is made; and Communication and public relations efforts to inform all stakeholders are maintained.

Proposition 7: Success in all these approaches should be grounded in a collaborative effort that links community resources-schools, families, higher education, community organizations, philanthropic organizations, local government, and the business and nonprofit sectors-in support of student success in civic learning and civic engagement. Restoring the Balance Between Academics and Civic Engagement in Public Schools 5 A GLOSSARY OF TERMS number of terms in this document have a special meaning to those who use them in education Asettings and to describe particular kinds of education experiences. Character education - The process by which Service-learning - A teaching methodology students learn and adopt certain core values and based on active participation, in which students character traits that form the foundation of their learn and develop through thoughtfully organized attitudes, beliefs, and behaviors. Lists will vary, service that meets community needs. Service- but usually included are personal moral traits such learning is coordinated within schools, institutions as compassion, honesty, self-respect, prudence, of higher education, community service programs, courage, and personal integrity. Core social val- and with the community itself. It is integrated into ues include courtesy, caring, helpfulness, cooper- and enhances the academic curriculum and/or the ation, social responsibility, service to others, and educational components of a partnering communi- tolerance. ty service program. A key component of service- learning is structured "reflection" time to review Civic character - "Responsible moral action the service experience. that serves the common good." This umbrella term links the complementary goals addressed by Social and emotional learning - Social and current efforts in civic education, character educa- emotional competencies refer to skills that help tion, service-learning, and social and emotional students build respect for others, leading to more learning. fulfilling lives personally, professionally, and as engaged citizens of the world. lko processes Civic or citizenship education -The process of work in coordination: (1) promoting social and acquiring (1) knowledge about American polity, emotional competency; and (2) systemically politics and government, and about the rights and working to create safer, more caring, and respon- responsibilities of citizenship; (2) skills in under- sive schools, homes, and communities. standing political communication and civic participation; and (3) the dispositions or motivations necessary to be engaged, not merely passive participants. This education takes place primarily in the classroom and school but is contextualized through participation in community and civic life.2 I

6 AYPF ASCD Restoring the Balance Between Academics and Civic Engagement in Public Schools 7 INYRODUCTBON "We need to teach youth that their contributions are needed not only in times of crisis, but as a regular and ongoing part of life in a democratic country. Educating youth for citizenship should be the job of all teachers, not just those who teach history, social studies, and civics." - John Glenn and Leslie Hergert, Letters to the Next Presided

What's the Problem? role models-lder students, their parents, teach- As a new century unfolds, we find a disturbing ers, and leaders in the community, business, and imbalance in the mission of public education. government-to demonstrate the skills and dispo- America's recent preoccupation with reshaping sition of good citizens. Sadly, too few students "academics" and raising academic performance know what they need to know, and they are not has all but overpowered a task of equally vital acquiring the first-hand experience needed to importance: Educating our young people to undertake a life of active citizenship. become engaged members of their communities, Telling Evidence not just as wage earners and taxpayers, but as cit- At the most basic level of civic participation, an izens-people who participate in the civic life of undercurrent of apathy is eroding the exercise of their communities. the most precious of all civic duties-voting itself. In a democracy, there is a need for citizens to Put differently, it seems too many youth are not understand what self-government means, and for rising, as adults, to meet even this elemental each new generation to learn the skills that can expectation of citizenship. In the presidential bring the power of democracy to bear on the prob- elections running from 1972 to 2000, for example, lems faced by communities and persons. There is the voting rate among younger voters declined by now strong evidence that we have allowed the cru- a total of 13 points and, across all states, younger cial processes and leaming indispensable to pro- voter turnout was on average 28 points lower than ductive citizenship to become marginalized. In the turnout among adults age 25 and 01der.~ too many schools today, hands-on experience that According to CIRCLE (Center for Information might teach and train young people in the vital and Research on Civic Learning and tasks of citizenship remain untaught, unexperi- Engagement), 20.9 million voters in the 18-29 age enced, and untested. Yet an imperative continues group cast a ballot in the 2004 election, an to confront us. If we are to "sustain and expand increase of 4.6 million over 2000 and a 9.3 percent the American experiment in liberty and justice, rise in the turnout rate. A list of talking points students must acquire civic character-that is, the provided at the Second Annual Congressional knowledge, skills, virtues, and commitment nec- Conference on Civic Education revealed that essary for engaged and responsible citizenship.'"' "under 20 percent of eligible 18 to 25-year-olds The neglect must be remedied. voted in the 2004 presidential election" and "non- political voluntarism among youth has increased Beyond gathering the core knowledge they need to while political voluntarism has de~reased."~ understand the meaning of citizenship and to act as citizens, our students must also have opportuni- The Civic Mission of Schools, released by ties, under adult guidance, to become civically the Carnegie Corporation in 2003 addressed a engaged. Their personal development grows broader concern: exponentially when they are able to "test drive" the learning that happens in classrooms by apply- "In recent decades ... increasing numbers of Americans have disengaged from civic and ing those ideas in the real world. Youth also need political institutions such as voluntary associa- AYPF ASCD

tions, religious congregations, community-based I The2a~dPlin- found that organizations, and political and electoral activities percent of twelfth graders did not know the such as voting and being informed about public purpose of NATO; only 35 percent of eighth issues. Young people reflect these trends. As a I graders understood the term "Jim Crow laws"; result, many young Americans may not be pre- only 29 percent could give an "appropriate" or pared to participate fully in our democracy now even "partial" explanation of the purposes of and when they become ad~lts.'~ the checks and balances in our Constitution.? The report describes a competent and responsible Only 11 percent of high-school students citizen as one who is informed and thoughtful, scored at the "Proficient" or "Advanced" lev- participates in his or her community, acts politi- els in U.S. history.? cally, and has moral and civic virtues. It stresses In a recent survey of 55 of the nation's elite col- that schools are important venues for civic educa- leges and universities, 81 percent of the students tion and suggests approaches to civic education, surveyed earned a grade of "F' or "D" when encouraging further discussion and action. I asked to answer 32 basic questions, drawn from a typical high school history curriculum. For exam- By contrast with the Civic Mission ideal, too many ple, only 23 percent correctly identified James young people seem clearly disconnected from Madison as the "Father of the Constitution," 24 civic mindedness or an understanding of them- percent thought the Magna Carta was the charter selves as civic beings. Looking at our schools we document signed on the Mayflower, while 99 per- find that many young people are not learning the cent correctly identified Beavis and Butthead as basic information about the government and citizenship, including history that would support Sources: meaningful civic engagement [see sidebar]. -- *'The Progress of Education Refonn 2004, Citizenship Education," Denver: Education Commission of the States, LOSING TOUCH WITH CIVIC Vol. 5, No. 2 (May, 2W), p. 2. KNOWLEDGE AND ENGAGEMENT ** Judith Torney-Purta and colleagues, Citizenshi and Education in Twenty-Eight Countries: Civic ~nowle&e and Engagement at Age Fourteen, International Association for In the most recent National Assessment of the Evaluation of Educational Achievement (IEA): Educational Progress (NAEP) for Civics Amsterdam, 2001. (Chapter 3) See www.ecs.org or www.wam.umd.edu/-iea. (1998), a third of all students did not reach a t Elizabeth McPike, "Education for Democracy," American I "Basic" level of achievement in their knowl- Educator, Fall, 2003, pp. 8-9. $Jerry L. Martin and Anne D. Neal, Losing America's edge of civics. Only 23 percent of fourth Memory: Historical Illiteracy in the 21" Century, graders, 23 percent of eighth graders, and 26 Washington, DC: American Council of Trustees and Alumni, p. 3 and Appendix A, p. 2, February 1 1 percent of twelfth graders scored at or above the "Proficient" level." - - But the academic performance reflected in the side- In the IEA Civic Education Study in which bar tells only part of the story. There is also an attitu- nationally representative samples of 14-year- dinal toll, equally troubling. Among secondary olds were tested in 1999, students in the school students surveyed by phone (3,246) and the United States ranked 10th of 28 countries in Internet (1,166), CIRCLE found that 57 percent were knowledge of basic, cross-nationally compara- disengaged fiom civic life and did not share the older ble concepts of democracy and government.** generation's views about the responsibilities of citi- At each tested grade level, much higher per- zenship? Another recent survey of 1,500 college stu- I centages of white students were at or above the dents indicated that young people are reluctant to par- I "Proficient" level than black, Hispanic, or ticipate in public life, even though the events of American Indian students," a further index of September 11,2001, might have stified the embers of ! cultural alienation within the citizenry. patriotism and heightened a sense of community responsibility. Restoring the Balance Between Academics and Civic Engagement in Public Schools 9

According to the survey:

52 percent said they thought they could make little or no difference in solving community problems;

34 percent viewed voting as merely a personal option, compared to 20 percent who saw it as a responsibility, and nine percent who saw it as a civic duty;

53 percent said they believed that politics, elections, and government addressed their concerns;

80 percent were unlikely to pursue public service careers in local government and 75 2 percent unlikely to do so in the federal gov- youth for "making a contribution" to their com- ernment; and munities. The following numbers point to a rela- tively untapped energy potential that can be 53 percent were unlikely to work for a politi- channeled into new and more productive rela- cal party and 46 percent were unlikely to vol- tionships of civic engagement. unteer in a political ~ampaign.~ Volunteering rates among young people are gener- The Albert Shanker Institute has done state-by- ally higher than in years past, and notably higher state reviews of how well states are teaching stu- than among adults. When the invitation comes to dents the academics required for civic knowledge. participate in activities that foster an ethic of "giving back" to the community, many American It found that not one of the 48 states that claim to youth respond eagerly.I1 Encouragingly, 8 1 per- have instructional standards in history and social cent of student respondents in a recent poll science has developed a standards document that favored a year of national or community service as has a clear focus on civic/political education and a way to earn money for college or advanced that is also accompanied by materials that are training; 66 percent favored requiring civics and teachable in the time available.1° Because cover- government classes in high school; 61 percent age of curricular content is not timely, neither stu- said they would favor a new draft that gives young dent nor teacher performance can be measured by people a choice between civilian or military serv- standardized tests. Students suffer twice over, ice; but 55 percent opposed requiring community both in terms of weak or absent policy support for service as a high school graduation requirement. instructional commitments and, in consequence, a weakness in the very instructional foundation that What Are the Implications? would enable them to build toward "citizenship." In the face of this troubling evidence of civic dis- Furthermore, many young people simply don't engagement among our youth, we need to ask: experience civic engagement-in any form. Most "What are the short- and long-term implications to of the formal education they receive occurs in a individuals, communities, and the nation?" In the classroom, insulated from any direct or meaning- short term, those prepared to cede their own civic ful connection with their own community. responsibilities to others will have greatly com- promised their ability to decide what happens in The Good News their community and to shape the alternatives There is an encouraging silver lining of data on from among which the choices for the community increasing levels of youth volunteering, and it are made. They will not be in control of their appears there is a growing culture among our rn 1 lo AYPF ASCD environment as they could and should be, leaving Second, we are not, as a matter of education, help- many important decisions to others. ing students sharpen the skills they will need if I they are to make practical use of what they learn In the long term, leaving the choosing to others in school. By "skills" we mean such capabilities can lead to dubious results. When there is little as critical and flexible thinking, problem-posing13 sustained civic participation, the legitimacy of and problem-solving, data analysis, the ability to government and its decisions are at risk. Civic make judgments, as well as crucial communica- atrophy results when too many citizens withhold tion skills such as expressing ideas and persuading their time, talent, and commitment from the whole others. Knowing what to do is not enough; know- people. When young people become too disen- ing how to do it is equally essential. gaged or disinclined to vote, volunteer at school or with neighborhood groups, support civic goals, or Third, in too many ways we fail to teach-by give of themselves for the betterment of others, example-the attitudes and dispositions of pro- then the community's collective energy is dirnin- ductive citizenship. By "attitudes and disposi- ished. Historically, peoples who neglected their tions" are meant: a tenacious commitment to the civic obligations often found that others had qui- liberty and equality of all; a determination to etly, and with little resistance, concentrated power assume personal responsibility; a tolerance for the into fewer hands. If we do not plan now to pre- differences among people; a profound respect for pare our youth to take on the mantle of citizen- the rights of others; as well as such personal char- ship, we leave the fuhm of Qe,pwracy hanging in acter traits as honesty, courage, trustworthiness, the balance. loyalty, and kindness. This is a task that extends well beyond the classroom. What Must Be Done? The evidence shaping America's civic future high- The seven propositions that follow form the skele- lights three major areas of concern-the knowl- ton of an argument for "a course correction in edge, skills, and dispositions (attitudes) of our public education," i.e., for realigning public edu- youth. cation's focus under the banner of the uniting theme: "Developing Academically Proficient and 1 First, surveys and assessments reveal we are not Civically Engaged Students." These propositions teaching our young people the knowledge they argue that our children's civic future requires that need to act responsibly and effectively as citizens. they know how to act effectively, and that they be By "knowledge" we mean such things as a grasp directly engaged with issues and problems, not of the basic facts and analyses that describe our merely as an academic matter, but as a matter of world and its problems, a comprehension of the wrestling with serious issues in real-life contexts. ideas that shape people's lives and choices, and Academic endeavor and civic engagement must grounding in the processes of democracy and how each inform and challenge the other, just as each they work. Formal classroom learning must be must support and question the other. The rela- connected to real-world experience. tionship between these two arenas of endeavor must be brought into vital balance. Restoring the Balance Between Academics and Civic Engagement in Public Schools 11 PROPOSITION I he business of public education in America is, and should be, to teach young people how to take charge of their own learning and to become responsible, informed, and engaged citizens. T - What kind of citizen should our schools seek to The Whole Child develop? We argue that a good place to start is to The current direction in educational practice and help youth grow to become citizens who can: policy focuses overwhelmingly on academic learn for a lifetime; achievement. However, academic achievement is make a meaningful conb-ibution to our plural- istic society; meet the demands of the workforce/economy and culture;

be actively engaged as a citizen, a decision- maker, and someone who responds sympathet- ically to the needs of others; and fially

be a steward and the and values that enliven our communities and our nation.

In short, we want an education system that will prompt young people "to tometheir best sel~es."'~ Among the tools for achieving that aim are the "Principles of Effective Character Education" Family support and involvement. (Appendix C) developed by the Character Education Partnership (www.cbter,org). They can be effw tively used to develop the internal pun- required resources. for civic qiPgement. on the piiwnmatic side, the Service-Laming Clearinghouse (www.servicelearning.org) provides evidence that a number of districts and schools have begun to change the way they edu- health councils or other collaborative stru cate, with a solid concept of citizenship built into the changes they are making. Also, the Association for Supervision and Curriculum Development (ASCD) Schools that provide: promotes a position on educating the whole chiM [see sidebar]. Adequate professional development with co laborative planning time embedded within

A safe, healthy, orderly, and trusting environme 12 AYPF ASCD

between adults and students. Support for coordinated school health councils or other collaborative structures that are active in the school. Teachers that provide: Evidence-based assessment and instructional practices. Rich content and an engaging learning climate. Student and family connectedness. * Effective classroom management. Modeling of healthy behaviors. Researchers Westheimer and Kahne found certain teaching methods or approaches that have produced three distinguishable types of "~tudent-citizen.~ They describe competent and responsible citizens as: 3 close examination of 10 different programs, informed and thoughtful; Westheimer and Kahne further found that differ- having a grasp and appreciation of history and ent educational approaches have affected students the fundamental processes of American in ways that produced three distinguishable types democracy; of "student-citizen."16 Briefly, these types are: The personally responsible citizen acts respon- r understanding and being aware of public and community issues; sibly in his or her community essentially by doing good deeds, e.g., picking up litter, giv- being able to obtain information, think critical- ing blood, recycling, and volunteering. ly, and enter into dialogue with others with dif- Education programs and methods that yield ferent perspectives; this kind of student-citizen tend to focus on the development of personal character traits, such participating in their communities through as honesty, doing one's duty, personal integri- membership in or contributions to an array of ty, and a strong work ethic. Such programs cultural, social, political, and religious inter- also seek to engender compassion by engaging ests and beliefs; and students in pure service activities." acting politically by using the skills, knowl- Programs and methods that produce the par- edge, and commitment needed to accomplish ticipatory citizen see good citizens as those public purposes. who are not just personally but also organiza- Among the civic virtues they identified are these: tionally active in community affairs and social concern for the rights and welfare of others, social life. For example, while the personally responsibility, tolerance and respect, and belief in responsible citizen might contribute food the capacity to make a difference. Based on a items for the homeless, the participatory citizen might organize the food drive. Restoring the Balance Between Academics and Civic Engagement in Public Schools 13

Programs with this emphasis focus on teaching aueS underlying poverty and devise community- students the nuts-and-bolts of government, the based, institutional responses to them The focus of value of community-based institutions, and these programs is on social change and social jus- the importance of organizing and advocacy. tice; they do not, however, entail partisan political Their teaching often highlights practical skills, perspedves, conclusions, or prioritie~.'~ such as how to conduct a meeting or mount a media campaign.18 Taken together, all three program types share in common a goal of this report-that our schools Least commonly pursued among citizenship edu- focus on educating young people to understand cation programs are those that aim at producing the that part of what it means to be an American, justice-oriented citizen. Whereas the personally indeed, a human being, involves participating or responsible citizen might individually collect "giving back." clothing for poor children, and the participatory citizen might organize a clothing drive, the justice oriented citizen would work to challenge the struc- 14 AYPF ASCD Restoring the Balance Between Academics and Civic Engagement in Public Schools 15

PROPOSITION 2 e must sharpen the mission of our schools to make sure it includes the knowledge, wdispositions, virtues, and skills of responsible citizenship. Thomas Jefferson wrote, "I know no safe deposi- tory of the ultimate powers of a society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion." A century and a half later, Chief Justice Warren wrote for the Court, "Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society .. . It is the very foundation of good citizenship."'

Given endorsements like these of the importance of education for democratic societies, the results of a Phi Delta Kappa/Gallup Poll conducted in 2000 should come as no surprise. It revealed that, over the prior 32 years, Americans believed "preparing young people to become responsible citizens" to be the number one purpose of the nation's schools."" Many state constitutions of public education so it balances our commit- reflect this priority and sentiment; and most of ment to academic performance? And who is them declare something like "a system of public responsible for getting the job done? instruction is required because an informed and Several things must happen simultaneously. We capable citizenry is vital to the preservation of a need to reclaim the fact that all stakeholders in our free and democratic go~ernment.'~ schools have a role in making the case for realign- Reorientation ing public education's orientation, and that each We need to reinvigorate the notion of "seedbed of group of stakeholders needs to reignite its interest democracy" as fundamental to what schools do, in those forums where they can make an impact. both in terms of the curricula they impart and the Policymakers are a good group to start with. State results we expect when we hold schools account- legislators are responsible for articulating broad, able for teaching our children. But beyond rein- public goals for education; it is they who decide vigoration, we need to reorient the educational on funding, establish and enforce state education experience so it equips and motivates young peo- guidelines and standards, and (in some states) ple to participate knowledgeably, productively, speak on matters of curriculum. Beyond the pol- and energetically in their communities. icymakers, we look to the implementers of policy-state-level administrators, local superintend- What, in practical terms, would such a basic reori- ents and boards of education (who make policies entation entail? How do we reacquire this aspect of their own), and finally to instructional leaders AYPF ASCD

at the building level (principals and teachers), who can be transformed into learning environments can most effectively decide how to carry out poli- that teach young people the real "stuff' of citi- cy. These individuals, and the bodies on which zenship. These experiential settings can open up they sit, matter most when the rules of the game classroom learning: must be addressed. Communication with them to provide information, arguments, and where appro- - by using teaching methodologies like service- priate, pressure, is critical. learning; Those with the largest stake in reshaping civic - by employing the philosophies and behaviors education at the classroom level-parents-are espoused by character education; and the ones who have the greatest responsibility- - by active involvement in, and alliances with, and the most clout. Because the stakes are high- community groups. est for their children, the case for civic knowledge and civic engagement is finally theirs to make. A Role for Service-Learning Parents should mobilize to join in alliance-build- In many imaginative schools and districts around ing with policymakers and those who influence the country, young people are learning how to policy at all levels.* make real-life connections between academic learning and the value of service to their commu- It is not necessary to dismantle the curriculum, as nities. They do it by participating in issues and many may fear. But we will need to reassess and projects that are not mere icing on the curricular rearrange the focus of the curriculum to include cake, but essential ingredients that provide nour- the "civic mission" as a natural target of opportu- ishment across the curriculum, not only to the nity for virtually all subject matter. We have to community at large, but to the cultures of individ- keep the civic mission of public education contin- ual schools as well. In this way, the curricular ually in mind by instilling the value of service and change available through service-learning can providing the experience of civic engagement yield real pedagogical change. That change has within the curriculum. This refocusing process already occurred in many places across the coun- can now be envisioned as a possibility across the try (see Proposition 4), helped along the way by curricular board-in English, math, science, histo- a national program called Learn and Serve ry, social science, foreign language, the arts, and America from the Corporation for National and many other disciplines. Community Service. As we sharpen the curricular mission of the schools to focus on academically proficient and civically engaged students, civic environments

i I Restoring the Balance Between Academics and Civic Engagement in Public Schools 17

ivic knowledge-learning how the community works-and civic engagement--the practice of becoming effective in that procew-must become integral to a broadened "core" Cof learning. Both civic knowledge and civic engagement have an equal place alongside, and are on an educational par with reading, writing, mathematics, the sciences (physical, social, and computer), and the arts. Part of the problem in recognizing this pari- ty has been that recent preoccupations of national education policy generally, and the concerns of education reform specifically, have yielded pride of place to reading and mathematics as the "core disciplines." That's on the one hand. On the other, accountability in education has become so closely attached to a widespread accountability strategy based on standardized, high-stakes test- ing that a kind of tunnel vision takes hold, in which only "raising the scores" matters.

While reading and mathematics will remain the 5 basis for all other learning in our public schools, We can and must teach "core" subjects as founda- and while it is true that any child is at a severe dis- tional, both to leaming as an enterprise and to advantage without a solid grounding in both, it is skilldevelopment as a strategy for life-long learn- equally true that learning in these "core" academ- ing. But as important as these core subjects are, ic subjects is not all there is to learning or living- we cannot neglect the task of helping students or anywhere near it. Civic fundamentals can be learn to travel along thefill spectrum of learning. used just as effectively to help teach "core" sub- We need to teach them how to acquire subject- jects as direct classroom instruction-and they matter content in the setting of meaningful life often better reveal the meaning and purposes of contexts, not the least of which is our governance learning. Indeed, research on civic education as a pe~ple.~Situating civic education within the shows that academic achievement actually same frame of reference as the consensus "core" improves when "core" subjects are taught in the subjects has the exciting potential to align basic context of community service. "Recently the educational priorities within a much broader spec- American Educator noted the banal quality of trum of both short- and long-term national needs. many current materials used to teach children to (See Proposition 6 for suggested strategies.) read. Current textbooks used in teaching citizenship don't stack up very well on either the infor- Reorienting the framework of learning to broaden mation included or on their potential to motivate the meaning of "core" disciplines will depend on students to be interested in participation. An evoking a commitment to civic literacy at all lev- emphasis on improving the civic content of learn- els, pre-K through college, lest the commitment ing material, including reading textbooks, could itself fail. Students must learn at an early age, and often, that no individual, society, or of be a point of contact for citizenship and No Child structure all Left Behind.'" government exists in a vacuum, but are part of the human web of interdependence. 18 AYPF ASCD

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ivic education-which includes the methodologies of service-learning and character education-has demonstrated success in improving student engagement in school and Ccommunity life, bolstering academic performance, and reducing negative behaviors. Researchers have demonstrated that civic educa- social development, and on school-community tion positively affects civic knowledge and skills. partnership^.^^ Using service-learning as an Niemi and Junn's examination of National educational methodology has been shown to help Assessment of Educational Progress (NAEP) transform data, for example, shows a positive relationship between the Torney-Purta's evidence ffom civic education the Civic Education Survey of the International (education about being a citizen) Association for the Evaluation of Educational into Achievement (IEA) provides a similar pict~re.~It should be noted that while civic knowledge on the civic engagement NAEP correlated highly with likelihood of voting (education while acting as a citizen). as an adult, it was not highly correlated to the like- In sum, "[alt its best, service-learning goes lihood of other forms of political engagement beyond volunteerism because it increases such as running for office. A 2003 report from the students' personal involvement in academic and National Conference of State Legislatures, civic life."'O Citizenship: A Challenge for All Generations, suggests further that civics education is an "anti- Cumcular enhancement via service-learning is dote to indifference." The NCSL study, together yielding broader pedagogical change in many with that of Niemi and Judd, found that: schools and districts around the country. Students are learning how to make connections between Members of the 15 to 26-year-old generation academic learning and community problem- who had taken a course in American govern- solving, and in some cases, have used service- ment or civics were more likely to see them- learning to participate in and affect local-level selves as responsible for improving society; decision-making (see ~idebar).~' 71 percent believed voting was a necessary - component of good citizenship; Students Impacting Community Decisions Two of five Americans ages 15-26 said their interest in government increased as a result of At Quest High School, in Humble, Texas, taking a school civics course; and seniors serve in a semester-long internship with a community partner one day a week to Members of this same age group were two to explore career options. As part of their intern- three times more likely to vote, follow govern- ships, students complete a group research ment news, and contact a public official about paper on a social issue. One requirement of an issue that concerned them.28 the project is the design and implementation of a sustainable social action plan to address a In a nationwide survey of 1,799 leading schools student-identified social issue. Students that offered service-learning, nine of ten princi- engage with non-profits and government agen- pals testified that the experience had a positive cies as partners to develop their plan. For effect on students' academic knowledge of civic example, students have investigated the affairs, civic engagement, on their personal and impact of the current national defense policies -personal libertiei , lcluding designin- nmunit< activity to educate fellow students and middle survey work to learn why there was a need for school students as well as developing a web- such a facility. At Chestnut Middle School, site for teachers who are interested in teaching science students studied the effects of pollu- civil liberties as a part of their curriculum. tants in the atmospherezeroing in on the pol- Another group of students worked with dis- lution caused by burning Styrofoam lunch- trict-level administrators to attempt to restruc- room food packaging in school incinerators. ture the district's approach to drug awareness Using their scientifically backed data, students and prevention. The main focus of that group succeeded in persuading school committee was to develop a support structure for students members to switch to paper products in the who were currently having drug issues and city's school cafeterias. seeking help." Service-learning can have systemic effects that aid At Langley Middle School in Langley, school reform in general. Hudson School District, Washington, all of the school's 520 students in central Massachusetts, with 2,800 students in and a majority of their teachers participate in six schools, uses service-learning as a tool for more than 60 classes that incorporate service- reorienting both the curriculum and the school learning directly into academic study. cu1tu1-e.33The superintendent's goal is to foster the Langley's Youth in Philanthropy Project, for development of an "intellectually thoughtful, example, integrates eighth grade English and socially conscious, and socially responsible citi- Communications instruction into a process zenry." District-wide, the faculty committed that uses interviews of community leaders to itself to a professional development program identify community needs and locate a range geared to school-wide goals that integrated serv- of assets for meeting them. Another group has ice into the curriculum. ' " integrated their classroom and laboratory science instruction (while also meeting Although an estimated 69 percent of public Washington State Science Standards) into an schools involve some 15 million students in com- effort to restore local wetlands, working with a munity service pr~jects,'~the impact of their serv- local AmeriCorps team. ice has not yielded gains in civic knowledge alone. "Community service" is not the same as 4- At Perry Meridian High School in "service-learning." The latter is grounded in the Indianapolis, some 1,700 students in 13 differ- curriculum and involves a reflection component;

, , ent academic departments participate in 39 the former need not contain these elements. The courses with specific service-learning tie-ins academic performance of participants has also to academic pursuits. One program has devel- improved. According to a National Youth oped a special relationship with a local shelter Leadership Council survey, 83 percent of princi- for victims of domestic abuse and their chil- pals said that service-learning had a "very posi- dren. Students have met with civic leaders to tive" (32 percent) or "somewhat positive" (51 per- research and address community transporta- cent) impact on overall academic achievement. tion problems, with a focus on persons with Encouragingly, 43 percent of principals in "high special needs. poverty level" schools reported a "very positive impact" from service-learning efforts. Students in Springfield, Massachusetts, used service-learning to participate in and affect local-level decision-making. At Pottenger Elementary School (IC-5), nutrition students prepared lunches for a local soup kitchen I Eng~eemntin Public 8C1700I8 z-3 I -

A summary of some of the most recent research (2000-2004) on the impact of service-learning on I student growth and development shows promising results across three broad areas: academic performance, student citizenship, and the reduction I of "risk"" behaviors: I Academic Performance A study of Learn and Serve (service-learning) sites in Michigan looked at academic performance among 1,988 students, 1,437 of whom (72 percent) had participated in serv- / ice-learning. Students participating in service-learning in grades 7-12 were shown to be more cognitively engaged in language arts studies compared to non-service-learning students. For students in grades 2-5, there were statistically significant differences in all aspects of cognitive engagement, e.g., on surveys measuring attitude toward school. paying attention to homework, concentration The service-learning group scored higher on on learning, and classroom effort. Among all academic measures.42 fifth grade students, scores were significant- A study of sites in New England states deter- ly higher on writing and three strands of mined the impact of participation in Co- social studies; scores approached statistical SEED, a service-learning program focused on significance in earth science.39 environmental stewardship. New Hampshire I Sixth grade student participants in the students had significantly higher achievement Philadelphia "Need in Deed" service-learning scores on state assessments in language arts, program scored higher on the Terra Nova test mathematics, social studies, and science than of language arts and science than students not their past average^."^ involved in service-learning.40 Two studies focus on alternative school stu- More than two-thirds of service-learning students as the primary respondents. In a dents in grades 3, 5, 8, and 10 in Flint, Michigan alternative school that implemented Michigan, reported that their participation the Literacy Corps program, its students had helped them better understand what they were statistically significant positive differences learning in school and improved their academ- from non-participants in grade point average, ic achievement.4' English grades, math grades, and the state science assessment." In a Kansas alternative A California study compared the academic school, strong differences were measured in performance of students in three groups: qualitative measures such as attitude toward those who participated in service-learning, school, and positive increases on a writing those who performed community service, and assessment, reading level indicators, and those who engaged in service-based intern- grade-point averages." ships. Academic outcomes were defined in terms of mastery of course content, thinking Student Citizenship and problem-solving skills, and attitudes Studies of the Colorado Learn and Serve pro- toward learning. Students engaged in any gram looked at 761 students in 35 classrooms, type of service had significantly higher scores 22 AYPF ASCD

- of alienation and behavioral problems." and non-participants. Results for participating students showed a statistically Middle school students engaged in service-learn- significant difference in their connections to ing, and who were engaged in a structmed Mth school and community.* curriculum, were less likely to engage in unprotected sex or violent behaviors An evaluation of Philadelphia's Freedom Schools Junior Leader Program, in which stu- High school and middle school students engaged dents participated in a year-long service-learn- in servicelaming were less likely to engage in ing project on community issues, showed that behaviors that lead to pregnancy or amst.= participants increased in statistically signifi- Two recent landmark reports have spoken to the cant ways on measures of connection to the value of civic engagement regarding the kind of community, connection to American society, making community changes, and the acquisi- student involvement that is reinforced by service- tion of both planning and leadership skills, learning initiatives. Cited earlier in this report, among other measures.47 The Civic Mission of Schools (2003) injected new energy into the national discussion about the role In an evaluation of service-learning civic of schools in preparing young people to take their impacts in Waianae, Hawaii, researchers found place in our democracy.% The report posited four that participants had statistically significant goals for civic education, which this AYPF/ASCD positive outcomes in their feelings of contribu- report reaffirms: tion to school and community, had feelings of being valued by the community, understood (1) Helping students become better informed and issues affecting the well-being of the comrnu- thoughtful about American democracy and nity, and took actions to make changes.@ more skilled at obtaining and analyzing information, problem-solving, and talking to people An examination of the Serve America, Learn with differing perspectives; and Serve, and Citizenship Today (ACT) I middle and high school programs across the (2) Increasing student participation in their com- United States showed that both the Serve 1 munities, through either service or member- America and ACT programs had significant, ship (and we would add here, through service- positive impacts on students civic attitudes and learning); behaviors, particularly in areas of personal and social responsibility, leadership, acceptance of (3) Facilitating the acquisition of political skills diversity, and communication skills.49 related to civic enterprises; and Service-learning participants evaluated in (4) Helping students acquire the civic vimes they Waianae, Hawaii, in 2002 and 20113 showed 1 need to act responsibly and with efficacy, as that, compared to their peers, they were signif- I discussed above. icantly mire likely to think school was stimu- Second, the National Commission on Service- lating, and in focus groups, students said their Learning Report, Learning in Deed (2002), called participation in service-learning resulted in for schools to take a strong role in helping to build learning practical knowledge and skills and in civic knowledge and skills. It argued that as an learning about Hawaiian culture.50 educational methodology, service-learning is Reduction of "Risk" Behaviors uniquely equipped to help young people acquire the civic virtues, especially in the context of pub- Students engaged in service-learning were less lic interchange and in partnerships with communi- likely to be refdto the school office for disci- ty groups." (More discussion on this report is plinarymeasures.S2 found in Proposition 6). Students in elementary and middle school service-learning programs showed reduced levels Restoring the Balance Between Academics and Civic Engagement in Public Schools 23

PROPOSITION 5: ealign education reform efforts to support opportunities for integrated curricula. wi f , . t I

As we renew our commitment to higher achieve- ~plesof~ing ment across the spectnun of academic disciplines, Integrated Cuniculum we need to make sure that they are more deliber- Menasha High School, consecutive cohorts of ately integrated, i.e., that curricula respond to the In demands of the 21mCentury. Strengthening civic students have carried the torch in the Legacy Park education in the social studies and history curricu- Project in Menasha, Wisconsin. The student proj- la is a good place to start. American history, world ect includes refining and expanding park features history, geography, economics, and government and maintaining the completed work of their pred- are areas that help students make sense of the ecessors. Each semester challenges students to ini- complex, interdependent world in which they live. tiate, plan and participate in the work-in-progress. At each stage of the project, students apply their Cross-disciplinary, or integrated learning is knowledge and skills from several different disci- among the most fruitful and energetic approaches to bringing academic disciplines together, coher- plines. This integration requires students to pull ently, with civic knowledge and civic engage- from different disciplines and connects their work ment." This approach runs directly counter to the to state standards from those disciplines. Students tendency to create new curriculum by simply use English language arts in the preparation of building on top of what we already have, or by grant proposals to fund their work; information stringing subjects together with little thought to and technology literacy for the computer-assisted how they relate. If the overall objective of school- research used for the design of the park; technical ing is to maintain a rigorous academic stance education in the construction of an open-air pavil- while simultaneously fostering civic literacy and ion, birdhouses, feeders, picnic tables and bench- civic engagement that focuses on real problems, es; and science for the development of authentic then making these academic connections deliber- Wisconsin habitats, including sensitivity to ate is among the most powerful ways to leverage indigenous vegetation. Social studies standards well-rounded learning. have also been included, as students have tackled Opportunities to integrate service with academics issues involving local building codes and ordi- across the curriculum are abundant. Learning nances. Other curriculum connections that also chemistry, for example, has applications in deal- address career preparation include creating time- ing with community problems related to issues of lines, forming a budget, determining priorities and environmental degradation, public health, and acquisition costs, delegating responsibilities, and wildlife habitat preservation. Foreign language historical and geographic accuracy. Integration of translates the conjugation of Spanish verbs into to a diverse range of content areas make the Legacy the potential for efforts to assist in daycare cen- Park project an engaging experience where stu- ters, urban youth programs, volunteering among dents are challenged to apply their academic the elderly, and voter registration. The use of the knowledge to a civic project.s9 arts and communications technologies as tools to foster public awareness--on any issue at all- Middle school students at the River Bluff Middle builds bridges for students between formal learn- School in Stoughton, Wisconsin, participated in a ing and civic engagement. The possibilities project called "Teens Against Teen Pregnancy are endless. Public Service Campaign," which integrated 24 AYPF ASCD

English language arts, health, social studies, family and consumer education, visual arts, and information and technology literacy standards. Students chose this project to raise peer and public awareness. They wrote, designed and participated in the production of a public service campaign for television and print and their public service announcement (PSA) script received a national award. This success encouraged more students at the school to develop and design a PSA featuring anti-smoking and teen pregnancy prevention messages. As students acquired advanced leadership and collaborative team skills through the service-learning projects, they learned how to I I market their message to a target audience and I 1 present it in a persuasive and professional manner. The project was easily aligned to the curriculum and the teacher used her planning time to help students build a knowledge base of the relevant issues surrounding teen pregnancy, researching facts and statistics, interviewing other teens and key professionals in the field, and establishing I contacts with social services agencies in the ~nmmiinitv 1 Restoring the Balance Between Academics and Civic Engagement in Public Schools 25 PROPOSITION 6 n action plan is required to accomplish the mission outlined in this report. The plan should provide a clear path for educators to link academic subjects with service-learning and char- A acter education, or other strategies, in support of greater civic knowledge and engagement experiences for students. The plan should include these elements: Expectations for both program and student community contexts and partners where real civic performance regarding civic education and engagement occurs (see Proposition 7). civic engagement are clearly connected to state or district standards and assessment; The following elements provide the framework for achieving the objectives of this education Supportive education policy at the national, reform effort. state and local levels that provides a framework for balancing academic performapqe.s)nd Expectations for both program and student civic engagement is enacted; pe~ormance regarding civic education and civic engagement are clearly connected to A system-wide accountability plan, includ- state or district standards and assessment. ing meaningful assessments of both student outcomes and opportunities to learn, Curriculum should state specifically what stu- is implemented; dents are to learn and how that learning will be accomplished, for both academic content and Planning and funding for professional devel- experiential learning contexts. Students and opment for educators is secured and supports teachers should be enabled to use both the class- mastery among students of the knowledge room and community settings as venues for learn- and skills required for civic engagement; ing. Program efficacy and student performance should be measured by: (1) short- and long-term Funding is secured by districts and/or schools assessments of both traditional and performance- to hire a coordinator to facilitate collabora- based types; (2) formative and summative pro- tion between the school and gram evaluations; (3) positive change in the levels the community; of student engagement; and (4) tangible and meas- Active awareness and sensitivity to the role of urable changes in school and community settings. school culture in academic performance is Students' academic and performance growth wed; should be tracked or accounted for to clearly A? ;I:&% Comrmtrnent to a programmatic approach that show: (1) increased civic knowledge; (2) skills in focuses on students, their needs, and the needs reading and thinking about civic issues; (3) abili- of the students' community is made; and ty to reflect consciously on learning in an experiential context; (4) developed problem-posing and Communication and public relations efforts to problem- solving participatory skills; and (5) abil- inform all stakeholders are maintained. ity to understand and contribute to democratic discourse. Civic engagement by students should Bringing academics and civic engagement back have an authentic impact on the community, and into balanced dialogue challenges us to forge the lesson planning and programs that guide this three kinds of connections: (1) linkages among activity should avoid: curricular objectives in the classroom (the subject matter); (2) linkages among academic disciplines that enhance the development and exercise of citizenship; and (3) linkages between school and AYPF ASCD

The absence of a legitimate academic focus, ate room for a well-grounded experience of civic or a mismatch between academic objectives education and civic engagement based on local and pedagogy; needs. Most policy is only as good as its implementation and should be reviewed periodically developmentally inappropriate activities for and checked for effectiveness. the age of students involved; Local-level professional development efforts careless student recruitment; and that are poorly grounded in state policy goals low or inappropriate expectations of students. and objectives can easily lead to policy failure. State education agencies (SEAS) will need to Supportive education policy at the national, make sure that a reoriented curriculum will state and local levels that provides a frame- accommodate the instructional agenda outlined work for balancing academic peiformance here, as it is supported by training in service- and civic engagement is enacted. learning and character education methods, and reinforced by in-service at the local level. One Because education is the constitutional responsi- low-cost, effective in-service tool already firmly bility of the states, it is state policy that must pro- in place at many state-run regional centers is vide the framework for revitalizing civic educa- SEA-supported teams. These facilities are often tion and civic engagement. That framework, in able to provide both training in instructional turn, will position civic education and engagement methods and long-term follow-up support. as necessary complements to a commitment to academic performance in "core" subjects. Ideally, Ar~zona- A Leader in Connecting a state would endorse curriculum or programs but Academics and Service leave the details of implementation up to individual districts. Supported by Learn and Serve America grants from the Corporation for National and Support for policy initiatives needs to be attained both Community Service, the Arizona Department of from the gubernatorial administration and from the Education has directly linked service-learning state legislators. There are several ways to educate projects with student academic achievement. The politicians; for example, by showing decreases in effort includes a service-learning curriculum dropout rates or suspensions that can be seen as framework that identifies specific competencies results of effective programming or curriculum. Arizona students are expected to master when Those in power need to realize how civic-minded involved in a service-learning project. The cur- curriculum can be a vehicle toward high achievement riculum framework links identified competencies and other positive student outcomes. with the appropriate state academic standard being addressed at each grade level. State legislators should improve existing legislation to incorporate more flexibility for including The state legislature supports service-learning and civic education, civic engagement curriculum, or legislation is pending based on the desire to pro- programs. Existing policies should be streamlined mote volunteer and service experiences for stu- and updated to develop the most effective strate- dents and to have the state board of education gies for learning. The goal should be to dissuade adopt the guidelines. The service-learning curricu- states from becoming so focused on raising test lum framework goes to the state board in early scores that they forget about civic and citizenship 2005 to be considered for adoption. education. There are areas where these two elements merge and more areas should be e~plored.~' The framework supports legislation passed in 2003 that requires the state board of education to State policy should be reflected and reiterated in adopt guidelines encouraging students in grades 9- lwal policy and implementation in ways that cre- 12 to volunteer for 20 hours of communitv Restoring the Balance Between Academics and Civic Engagement in Public Schools -. - vith the new legislation, the SEA~US~also: ii) levelop a list of categories in which community ervice may be performed; (2) provide a descrip- ion of the methods by which the service will be nonitored; (3) develop a risk assessment for proj- cts; (4) provide orientation and procedures for tudents wishing to participate in service opportu- ~ities;(5) develop a notification form to be signed )y the student and parent, together with a student- vritten proposal that outlines the type of commu- lity service to be performed; and (6) specify pro- :edures for administrators designated as the com- nunity service program coordinators. iwrce: Jan Brite, Education Program Specialist, Arizona bd of Education, Inte~iew,Dec. 2004 I-usl Recent explorations into how policy support can further the use of service-learning at state and local levels can be found in "Learning In Deed,"' the nationwide effort of the National Commission on Service-Learning (NCSL). Suggestions are provided in its 2002 report, which explored the potential of service-learning for more effective Parent, citlzen, and community groups that enter learning and school reform.62Although the NCSL into partnerships with schools and districts should report encourages service-learning specifically, its clearly iden* their stake in achieving program advice applies equally to creating a policy Erame- results and declare their intention to achieve them. All stakeholders should be asked to identify their work that can strengthen- both civic education and civic engagement. It is therefore offered as a roles in successes and failures, and be encouraged model in this report. Thus, where Learning in to state how successes can be leveraged and fail- Deed's suggestions refer to service-learning, the ures can be transformed into learning experiences. action recommendations apply those readily One approach to accountability is through "con- adaptable suggestions to initiatives for civic edu- tracts" that bind community sponsors, parents, cation and civic engagement (see Appendix E). and educators to a shared vision that supports program A system-wide accountability plan, including objectives, an agreement about outcomes, an acceptance of responsibility, and a plan for con- meaningful assessments of both student out- tinuing program assessment, especially in the face comes and opportunities to learn, is imple- of program mented. Planning and funding for professiond devel- Accountability should include a programmatic focus I opment for educators is secured and supports on real community problems and on ident@ing the mastery among students of the knowledge and real consequences-positive and negative-of stu- skills required for civic engagement. dent engagement. Although variables like student buy-in, pntaland community support, and an ade- To assure a mastery of effective knowledge and quate education policy Wework will all have a role skills for delivering civic learning and encourag- to play, principals, students, and teachers should all ing civic engagement, teachers must be offered be held accountable for both the program's results and given time for professional development, and for student perf~mance. Teachers can profit from training in local, nation- AYPF ASCD

al, and international issues and in facilitation of Public Schools did not start with a fully embed- student governance. Professional development ded, district-wide service-learning program. With experiences should also include exposure to prac- some district assistance, schools reviewed the tice and experience, assessment, examples of benefits of service-learning to their students and quality service-learning curriculum, and projects tailored planning according to where they saw linked to a variety of disciplines. their focus of service within the immediate community. Also, in some schools and districts, only a Funding is secured by districts andlor schools handful of teachers get involved and their suc- to hire a coordinator to facilitate collabora- cesses inspire others to join in. tion between the school and the community. Commitment to a programmatic approach that The role of a coordinator at the district and school focuses on students, their needs, and the needs levels is critical for managing and coordinating of the students' community is made. the work to be done. In many cases, the coordinator, who may also be a teacher, serves as the Programs must be student-focused and democrat- nexus, coordinating curriculum and standards ic in nature, mirroring the civic environment we with teachers, establishing a relationship with seek to create. The educational approach should community partners to bring students to important focus on community issues using such learning learning opportunities, making travel arrange- tasks as: developing personal criteria for commu- ments for students, handling school and district nity involvement and citizenship; developing the procedural forms and risk management, and skills necessary to reflect critically on learning; r securing and managing grants to support the serv- using interdisciplinary instructional methods in ice project. contextual learning; and assuming personal responsibility in social and political contexts. Active awareness and sensitivity to the role of Some districts have had remarkable success in school culture in academic pe@ormance is creating linkages between student government, maintained. local boards of education, and school governance Inevitably, introducing more civic education and at the building level. engagement will change the culture of a school; Communication and public relations eflorts to this culture shift should not only be expected but inform all stakeholders are maintained. planned for. Conscious attention to the positive potential that change carries can help make A strong and vigorous program must promote schools better places to learn, while quick and itself through a focused communications or PR sympathetic discernment of new expectations and effort to build and sustain public support. The "changes in the rules" can enable those who feel communication plan should be comprehensive like they have been "blind-sided" to overcome and include presentations, op-ed pieces, guest their resistance to change. Collaborative effort columns, appearances on local radio and TV among teachers, principals, parents, and involved shows, and other media outlets. Impacts on stu- community leaders is important. dent performance should be highlighted. A fully embedded civic or service program in a school or district will take time and must be allowed to evolve over time. Service that promotes civic engagement sometimes starts in schools as extra-curricular activity then evolves into a required graduation project, as has hap- pened in Pennsylvania. For example, the Chicago Restoring the Balance Between Academics and Civic Engagement in Public Schools 29 PROPOSlTlON 7 uccess in all these approaches should be grounded in a collaborative effort that links community reso~ooIs,families, higher education, community organhtions, philanthropic organiza- Stions, local government, and the business and nonprofit sectors-in support of student success in civic learning and civic engagement,

If schools are to introduce young people to civic learning and civic engagement, they will find it necessary to engage community stakeholders at all levels and to draw on many resources. Placing one person or group at the nexus of these activities is critical; wherever possible, the school district should provide a coordinator or director for this effort. In many cases, this person or group will also coordinate service-learning activity. Many schools and districts are already doing this, and in more heavily populated areas, teams of coordinators, including teachers, oversee the evolving school-community relationship, marshaling limited resources to create high-quality civic engagement experiences. In this regard, states should consider enriching the SEA'S service-learning btorposition to facilitate state and even feder- initiatives in the area of service and citizenship. In some states, this position is only part-time or shared with competing duties. 9 30 AYPF ASCD Restoring the Balance Between Academics and Civic Engagement in Public Schools 31 CIVIC EDUCATION AND CIVIC ENGAGEMENT PROGRAMS fforts are already underway at the national, state, and local levels to bring efforts in civic education and participation, service-learning, community involvement, and character education to students. E - -- Leaders of the Alliance for Representative Democracy have designed five annual conferences to allow groups from 50 states, including national organizations, to "work together to help schools fulfill their essential role of educating for democracy." The conferences are under the joint leadership of key leaders of the U.S. Congress, the Center on Congress at Indiana University, Center for Civic Education, and the National Conference of State Legislatures. http://www.representa- tivedemocracy.org The Civic Mission of Schools report has spawned a collaborative venture of the Carnegie Corporation and the John S. and James L. Knight Foundation, jointly managed by the Council for Excellence in Government and the Academy for Educational amand congressional district cmndktors in Development. In August of 2004, the initia- every state and is conducted with the assistance of tive announced the award of six 2-year the National Conference of State Legism.It $150,000 grants to promote civic learning in is funded by the U.S. Department of Education Colorado, Maine, Michigan, Nevada, North by act of Congress. Additional funding at the state Carolina, and Pennsylvania. level is also provided by an increasing number of http://www.civicmissionofschools.orgl slate le-. httpJhww.civiced~x.php; The National Conference on Citizenship A joint effort of the First Amendment Center, the (NCOC) is a non-profit, nonpartisan organiza- Character Education Partnership and the tion, chartered by Congress in 1953, whose Association for Supervision and Curriculum mission is to encourage a more active, Development convenes groups from various engaged citizenry. Their efforts include creat- fields to discuss mutual goals in public education, ing a national network of leading institutions especially character development and civic leam- and organizations working on making civic ing. One outcome of their conversations is the health vital nationwide. http://www.ncoc.net widely distributed, one-page document, We the People: Project Citizen is a curricular "Pathways to Civic Character."(See Appendix program for rniddle-grade students that promotes D) The document offers a shared vision for competent and responsible participation in local America's schools which posits the acquisition d and state government. The program helps young civic character-e knowledge, skills, virtues people learn how to monitor and influence public and commitment necessary for engaged and policy. The Project Citizen program is adminis- responsible citizenship-as a central goal for tered with the assistance of a national network of excellence in education. 32 AYPF ASCD

The National Service-Learning Partnership Yew metine were to@ rushed." "We (NSLP), through a series of national meetings need more time next year." "Not every class and publications, brings together students, talks about the issues enough." "The whole teachers, parents and policymakers at the class doesn't always participate." Seeing the local, state, and national level to discuss issues potential to get more students focused on civic involving service-learning in schools. character and responsibility, the principal has http://www.service-learningpartnership.org agreed to provide more professional development for teachers to better prepare students for The State Education Agency K-12 Service- Senate elections." Learning Network (SEANet) is a national network of staff from state education agencies As a result of the early success of the civic edu- and other organizations focused on providing cation program, one Butler teacher is champi- leadership for statewide K-12 school-based oning a reassessment of how to integrate FAS service-learning initiatives. http://www.seane- principles throughout the curriculum; another tonline.org/pages/l/index.htm. is planning a special assembly to celebrate the First Amendment and the arts; and a third is The First Amendment Schools is a project developing a ceramic First Amendment tile of the First Amendment Center and the project for one of the school's central hallways. Association for Supervision and "Our focus on FAS has helped support our Curriculum Development that seeks to ongoing dialogue about what's good for kids. create a vision of public schools as laborato- And the community has started to see that this ries for democracy and freedom. At a First is not an add-on - it's an integral part of what Amendment School (FAS), teachers and we do as a school," said one teacher. administrators provide students and all members of the school community with opportunities to practice democracy (see sidebar). http://www.firstamendmentschools.org. Butler Middle School - A First Amendment School Butler Middle School, a 1,000-student public school in Salt Lake City, has been involved with the First Amendment Schools (FAS) project since 2002; the youth civic education project is the Student Senate. Each student Senator collects issues from his or her constituency and represents them at Senate meetings. Individual Senators have engaged in service projects and, due to positive policies enacted by the Senate, new students to the school are assigned a buddy for the day.

Students have reacted positively to the program. "This has been a really big jump for us," said a 9th grader. "It's helped us get more involved." "It feels good to know we're being listened to," said another. However, students candidly pointed out some obstacles. "This Restoring the Balance Between Academics and Civic Engagement in Public Schools 33

SCHOOL-COMMUNITY PARTNERSHIPS RESOURCES Civic Education and Civic Engagement resow that can be used for education; (2) it pro- Recent publications from the Education vides learning opportunities that develop both aca- Commission of the States (ECS) are worth demic and nonacademic competencies; and (3) it reviewing for assistance on how to use communi- offers young people, their families, and community ty partnerships to advance service learning. residents the opportunity to build social capital, e.g., Among the most helpful is Building Community community networks, information resources, mentor- Through Service-Learning: The Role of the ing, internships, community service venues and Community Partner (2004).@ mo other ECS opportunities, contexts for idenhfying and building publications of note for assisting districts and leaders, and states are: Every Student a Citizen-Creating the School Reform and Civic Engagement Democratic Self: Campaign for Action (July, In addition to the brief description above about 2000) and Learning That Lasts: How Service- Hudson, Massachusetts, on how school reform Learning Can Become an Integral Part of can be accomplished through service-learning, Schools, States and Communities (September, below are some national models or school reform 2002)." designs that use strategies that demonstrate strong The Coalition for Community Schools (CCS) support for student civic engagement. (www.communityschoo1s.org) extensively docu- Comprehensive school reform models are often ments processes and models helpful to school dis- hired by schools and districts as external partners tricts and communities in achieving educational in h~lnin education reform efforts (see sidebar) objectives via community-wide collaborative efforts.66 The recent CCS publication Making the Comprehensive School Difference (2003) amalgamates information from Reform Models 15 community schools in 13 states that can help Schools Project communities forge alliances to leverage educa- Accelerated - This model focu tional efforts. While "how to" manuals have not on higher-order thinking skills found in grfted and tal yet begun to appear in the civic learning and civic ented programs and relates subject matter in the cur engagement arena, the Coalition's on-line riculum to student's lives. A key element of newsletter ("What Kids Can DO") features recent model, T&ng Stock, allows students to mew programs that have implications and ideas for pro- community resources and needs, utilizing this infor rnation to inform curriculum instruction decisions. grammatic efforts .67 Other resowprovide guidance on building school- Audrey Cohen College (now Metropolita community partnerships specifically around civic College) - Purpose-Centered Education@ seek1 learning and civic engagement. Profiles of local to organize learning around purposes that moti effolts that provide exemplars of this kind of collabe vate students to find answers by bringing th rative effort can be located by searching the Internet classroom into the community and the commu for literature on school-community partne~hips.~~ nity into the classroom.

Unlike traditional public schools, community schools Coalition of Essential Schools - The Coalitio link school and community resources as an integral model encourages real-life application of part of their instructional design and everyday opera- edge and skills. Curriculum supported by th tion. According to the Coalition for Community model includes development of civic responsibili Schools, such an arrangement offers three advan- ties. The Coalition strongly believes in developin a tnn~nf derenrv within the crhnnl ~ofimiinity, tages: (1) it generates additional community 34 - AYPF ASCD well as pushing students to think d I about Community Based Organizations and what it means to be a good citizen. Civic Engagement Community-based organizations (CBOs) provide Co-nect - The model bases its design on the belief the locus for another "outside-the-box" approach that students learn best in schools that emphasize to learning-ne that connects academics to com- thoughtful discourse, authentic work, and the munity work-related careers. Street Law and the investigation of rigorous academic subject matter I American Corporate Counsel Association in the context of problems and issues that have (ACCA), in collaboration with the legal depart- meaning beyond the classroom. I ments of major American corporations and urban Different Ways of Knowing - The model pro- school systems, initiated a corporate legal diversi- vides guidance for educators to help students ty "pipeline" program designed to identify prom- explore resources outside of their classrooms and ising youth of color and encourage them to con- the curriculum opens doors for students to make tinue their education and consider careers in the civic connections to their own community and to law. The Pipeline Project has been implemented find that they have the power to change the way by McDonalds, Abbott Labs and the Chicago other people see and think about civic issues and Public Schools, by Coca Cola and the Atlanta challenges. Public Schools, by PPG and the Pittsburgh Public Schools, and by General Motors and the Detroit Expeditionary Learning Outward Bound - Public Schools. The program involves visits by Learning expeditions are hands-on studies of sin- legal department staff to co-teach lessons in law gle topics such as the Civil Rights Movement and courses in nearby high schools; a one-day confer- water quality. These studies are long-term, lasting ence for students at the corporate campus; and between three and six months long and feature in- various program enhancements such as job shad- depth projects and a fial performance or presen- owing, mentoring, summer jobs, and college tation to an authentic audience. scholarship funds7'

Integrated Thematic Instruction - The model is In a similar effort, lawyers and law students have based on two premises: 1) that experience is been coming into social studies classes and enhanc- important in brain development, and 2) that expe- ing the teaching of government and law for more riences provide a rich sensory input beyond the than 30 years, spearheaded by the American Bar capacity of written materials. Association's Public Education Division and two League of Professional Schools - The League national non-profits-Street Law and the uses democratic principles as a guide for school Constitutional Rights Foundation. As part of the governance and practice. The model's premise is program, Street Law conducted its first mock trial in ' that student learning should be linked to real , 1972; now, thousands of lawyers each year take part issues in their community. in mock trial competitions in over 35 states. The Constitutional Rights Foundation has over 400 high Microsociety - Civic skills and competencies are schools and lawyers involved in its annual mock addressed when students become involved in parts trial competition. Street Law also created the first of a microsociety that consists of a student legis- program in which law students teach in schools and lature, enforcement, and court. Civic core values receive academic credit from their law schools. are addressed. Today, over 40 law schools have such programs. Paideia - Coached Projects and Paideia Seminars In 1969 a group of Oregon leaders created SOLV to guide students to take on real-world problems where "keep Oregon a treasure for all." The nonprofit academic skills are honed as they imagine a solution, offers a number of pre-scheduled, one-day opportu- develop a method, and solve the problem. nities to join in "cleanup, restoration, or enhance- Restoring the Balance Between Academics and Civic Engagement in Public Schools 35 ment events" around the state. It has K-12 programs Host a Green Day by planting flowers, trees, and curricula designed to involve students in serv- painting park benches, cleaning up senior ice-learning. For middle and high school grades, citizen homeslyards, school grounds and a SOLV's planning guide, called "Making it Right," local museum; provides step-by-step worksheets, tips, and sample materials to help students plan, organize, and imple- Construct a wetland on school campus to edu- ment service-learning projects. Students learn how cate the school community; and to identify needs, set goals, and Create an urban habitat for quail, including the thank volunteers, plan a media campaign and write building of bird houses and feeders.72 a news release, develop a project budget, and seek funding. SOLV also provides student applicants Many similar examples are available fmm organiza- with small reimbursement grants for project expens- tions like EarWorce (www.e-or~e.org), City es; the simple grant application is included in the Year (www.city~ear.org), Project Citizen planning guide. (hrtp://www.civiced.org/project_citizen.php), and other organizations. But these few should give the Though SOLV's programs, stdents have taken reader a sample of what is available in helping to an active role in their own learning. They have strike a balance in public dudonbetween develop acted civically to: ing a student (and future citizen) who is both aca- Collaborate with naturalists to create demically proficient and civically engaged. and maintain an interpretive trail along a community lake;

Work with a Hispanic program for Community Outreach Resources Day to offer Spanish to English translation services for families; 36 AYPF ASCD Restoring the Balance Between Academics and Civic Engagement in Public Schools 37 CONCLUSION: AN ASSERTION AND AN APPEAL f we are to embrace civic learning and civic engagement as guiding lights for Restoring the Balance , then we have to reclaim learning for a broader purpose. Few among our citizenry have doubted that Ito call themselves "American citizens" required them-as front-line participants in our democracy- to be brave, to take risks, to build new institutions, to continually reshape their understanding of civic life, and to make a new place for themselves in a society that was always being refashioned by history itself. As a result, "citizen" in this country is an exalted title, a fact underscored by the heartwarming remark of Harry Truman, who always spoke of his retirement from the White House to his Independence, Missouri, home as a "promotion," from president to the elevated status of "ordinary citizen."

What has always been true for Americans is that But while participation in citizenship is our citizenship surpasses the category of mere status; birthright as Americans, its inheritance is not auto- it has always aspired to the much higher level of matic. It comes with a two-fold price: we are, participation; "citizen" defines not just who we each of us, expected to enlarge it and to pass it on are but how we act to live our lives as Americans. to our children-both by personal example and In America, the sheer privilege of citizenship through the education we provide for them. however it may be acquired-arries with it the Paradoxically, it is as if the only way to hold on to corresponding privilege (and not just the duty or our freedom is to give it away-and liberally-to responsibility) of participating in our nation's those who come after us. institutions, in its trials, and in the ceaseless strug- gle for liberty. Citizenship in the American tradi- If we hope to cultivate a healthy next generation tion, therefore, is a continuing fliation of the of citizens, we must broaden our concept of pub- self in self-government. As Americans, we always lic education to embrace civic learning and know, in the back of our minds, that whatever the engagement, to think more comprehensively job, it's up to us. We are American citizens, there- about our children's development as thinkers, fore we vote; .. .therefore we serve on a jury when problem solvers, and responsible human beings, called; .. .therefore we volunteer our time and tal- prepared to step into the role to which they were ent to create the common good; ...therefore we born-an American citizen. 38 AYPF ASCD Restoring the Balance Between Academics and Civic Engagement in Public Schools 39 APPENDIX A ROUNDTABLE PARTICIPANTS (* Panelist, **Moderator)

Lew Allen League of Professional Schools, John Taylor Gatto* Author and educator University of Georgia Cynthia Gibson Carnegie Corporation of New Nancy Augustine Economic Systems Inc. York 1 Carolyn Barber University of Maryland, Barbara Gomez Service Leaming and Education 1 Department of Human Tina Goodwin-Segal The Evaluation Consortium, Development University of Albany -- SUNY ! Sheldon Berman* Hudson Public Schools, Susan Griffhl National Council for the Social Superintendent Studies 1 Diane Berreth*" Association for Supervision and Christy Guilfoyle Association for Supervision &d Curriculum Development Cuniculum, Education Issues Bob Bhaerman Consultant (formerly with the Unit 1 Corporation for National and Halperin, Samuel American Youth Policy Fomm Community Service) Allison Hill U. S. Department of Education, i Shelley Billig* RMC Research Corporation Office of Adult and Vocational Robert Bisi Youth Service America Education Martin Blank Institute for Educational Kenneth Holdsman National Service Learning Leadership Partnership, Academy for Barbara Border Education Leadership Educational Development Consultants Mary Hynes Arlington School Board Member 1 Bruce Boston Wordsmith, Inc Janith Jordan Metropolitan College 1 Anne Brainard Center for Civic Education Francine Joselowsky The Forum for Youth Investment Betsy Brand American Youth Policy Forum Eugenia Kemble Albert Shanker Institute 1 Nelda Brown State Education Agency K-12 Carol Kinsley Learning in Deed Service-Learning Network Laura Kolar U. S. Department of Education, 1 Elizabeth Bumaster* Wisconsin Department of Public Office of the Under Secretary i Instruction Peter Levine CIRCLE, School of Public Sharon Burton U. S. Department of Education, Affairs I Office of Safe and Drug Free Anne Lewis America Tomorrow Schools Theo Luebke National Service-Learning Sam Chaltain First Amendment Schools Partnership, Academy for * 1 Chris Chapman U.S. Department of Education, Educational Development National Center for Education Rocco Marano National Association of lid Statistics Secondary School Principals Amy Cohen Corporation for National Service, Charles Maranzano Dinwiddie County Public Schools Learn and Serve Nancy Martin American Youth Policy Forum America/Department of Service- Molly McCloskey First Amendment Schools, Learning Association for Supervision and Gregory Dennis, U.S. Department of Education, Cuniculum Development Office of Adult and Vocational Ted Mcconnell Center for Civic Education Education Linda McKay U.S. Department of Education, Kathryn Doherty U.S. Department of Education, Office of Safe and Drug Free Office of Elementary and Schools Secondary Education Eliott Medrich* MRP Associates, Inc. Amanda Farris House Committee on Education wnce Meldrum Earth Force and the Workforce Charles Menitt* Education Commission of the Sue Ferguson National Coalition for Parent States Involvement in Education Rita Moss U.S. Department of Education, A1 Frascella National Council for the Social Office of Safe and Drug-Free Studies Schools Martin Friedman Education Works, National Faye Northcutt National Education Association School and Community Corps Lynn Olson Education Week Andrew Furco* Service-Learning Research and David Osher American Institutes for Research Development Center John Ovard U.S. Department of Education, Bill Galston* University of Maryland, Institute Office of English Language for Philosophy and Public Policy Acquisition 40 AYPF ASCD

I Heather Padgette The Finance Project Jon Schmidt* Chicago Public Schools, Office Glenda Partee American Youth Policy Forum of High School Development Elizabeth Partoyan National School Boards Bob Seidel Communities in School National Association Elliott SeP Educational Consultant, author Krisann Pearce House Committee on Education David Shreve National Conference of State and the Workforce Legislatures Sarah Pearson** American Youth Policy Forum David Skaggs* Council for Excellence In Terry Pickeral Education Commission of the Government States. National Center for Ben Smilowitz Youth Venture Learning and Citizenship Craig Stanton U.S. Department of Education, Karen Pittman The Forum for Youth Investment Office of the Undersecretary Karabelle Pizzigati* Institute for Educational Marcie Taylor-Thoma Maryland Department of Leadership Education Suellen Reed* Indiana Department of Education Judith Tomey-Purta Institute for Child Study, Virginia Rice VR Associates University of Maryland Scott Richardson Earth Force, Inc. Brenda Welbum National Association of State Lidice Rivas National Commission on Boards of Education Teaching and America's Future Michelle Wh@ ,, National Association of Mary Rodgers* Abington Senior High School Secondary School Principals Grace Sammon GMS Partners. Inc Dan ~illin&am University of Virginia, Stefanie Sanford Bill and Melinda Gates Department of Psychology Foundation Judy Wurtzel Learning First Alliance Esther Schaeffer ORT, National Capital Area Chapter Note: Organization names are included for identification- Stephen Schecter Russell Sage College, Council for purposes only. Citizenship Education Restoring the Balance Between Academics and Civic Engagement in Public Schools 41 APPENDIX B Regional Meeting I Arizona (Phoenix) Rene Manning, Special Projects Directo Maricopa Community College District Senator Mark Anderson Arizona State Senate I Andrea Martinez, Governor's Office Debbi Bertolet, Service Learning Coordinator Cynthia Parsons Mesa Public Schools Service Learning Consultant Barbara Border, Director Anne Seiler, College of Education Education Leadership Consultants Arizona State University Lynn Blankinship, Teacher Tamara Woodbury, Director Howenstine School Girl Scouts-AZ Cactus to the Pines Council Jan Brite, Director, Service Learning Florida (Orlando) Arizona State Department of Education Nine ad hoc participants from the 15th Annual Ruth Britton, Director, Developmental Education Service-Learning Conference and others including: Cochise College John Taylor Gatto, Author and Michelle Carrillo award-winning teache Janith Jordan, Vice President Metropolitan College, New York Maria Nieves Tapia, Director CLAYSS, Latin American Center for Service- eny Cornran, President Learning, Argentina G Leademhip Associates Maryland (Takoma Park) Deborah Dillon, Director City of Phoenix Youth Programs, City of Phoenix Ad hoc group of students and professors Greg Donovan, Superintendent Massachusetts (Boston) West Maricopa Education District Suzanne Bouffard, Research Analyst Harvard Family Research Project, Harvard Graduate School of Education Cary Charlebois Ferguson, Executive Director Teacher (former MSA employee) erican Career and Technical Education of Arizona Jessica Domer, Service-Learning Director Hamilton, CTE Director Massachusetts Department of Education a Unif"ied School District Barbara Locurto, -1iate Director IMPACT I1 @ School to Career, Boston Public Schools

aren Lattin, Assistant Superintendent Imari Paris Jeffries, Director of Programs and gua Fria Union High School District Partnerships Massachusetts Service Alliance Kristin McSwain, Executive Director Massachusetts Service Alliance

rship ConsultantsMaggie Mangini, Jessica Nordstorm, Legislative Assistant of Research and Services State Senator Marc Pacheco, State House on, Arizona State University I Patrice Keegan, Executive Director AYPF ASCD

Boston Cares Mary Hynes, School Board Member Arlington Public Schools Diane Palmer, State Coordinator Adam Kernan-Schloss, Parent/Consultant David Roach, Superintendent KSA-Plus Millbury Public Schools Polly Liss, Career, Technical, Adult & Community Audrey Rogers, President Education, Arlington County New Hampshire Council for the Social Studies Jody Olson, Parent John Sproul, Program Manager Boston Partners in Education Melinda Patrician, Parent Arlington Forum Mica Stark, Director of Civic Education New Hampshire Institute of Politics, Saint Anselm Anne Steen, Parent College George Mason University Nicole Tsaclas, Program Manager Rebecca Tax, Local Business Owner (employs teens) Boston Partners in Education David Tipane, IT Director Ginny Kime-Wan Zaid, Director, Diversity Public Education Network & Service-Learning Chapel Hill-Chauncy Hall School Educators from Boston Public Schools: Edie Allyn, Career and Technical Education Jean Gibran Coordinator Staffort County Public Schools Sarah Johnson Cynthia Lucero-Chavez, Community Involvement 1 Sue Mortensen Specialist Stafford County Public Schools I Oregon (Portland) Elizabeth Clark, Rappahannock Area YMCA Susan A. Abravanel, Education Director SOLV Kelli Clark, Student Colonial Forge High School Marta Brooks, Northwest Regional Education Service District Agnes Dunn, Social Studies Coordinator Stafford County Public Schools Kathleen Joy, Executive Director Oregon Commission for Voluntary Action & Service Cari Del Fratte, Elementary Education Coordinator Stafford County Public Schools Zack Joy, Student Pacific University Wally Johnson, Deputy Sheriff Stafford County Sheriff's Office Shari Maksud, District Service-Learning Coordinator Corvallis School District Ali Khorsand, Executive Director Glories/Happy Hats Antonia Maurer, Co-Chair, Multnomah County Youth Commission Susan Khorsand, Director of Project Development Glories/Happy Hats Marilyn D. Walster, Education Specialist Oregon Department of Education Ben Nagle, AmeriCorps VISTA I Youth Volunteer Involvement Office I Vlrglnla (Arlington and Stafford) Mary Schmotzer, Coordinator/AmeriCorps VISTA Arlington Youth Volunteer Involvement Office Charlie Clark, Education Writer Association of Governing Boards Nancy Whitfield, School-to-Careers Specialist Stafford County Public Schools Andi Cullins, Parent BAJCDC Judy Hadden, ParentlPartnershipFeen Network Restoring the Balance Between Academics and Civic Engagement in Public Schools 43

APPENDIX C PRINCIPLES OF EFFECTIVE CHARACTER EDUCATION art of the process of becoming "our best selves" involves an educational focus on learning and practicing the values that build the kind of character we want our children to live by. The Character P Education Partnership lists eleven principles that can be used to plan a character education effort: Principle 1 Promote core ethical values as the for character education and attempts to adhere to basis of good character. the same core values that guide the education of

1 Principle 2 Define "character comprehensively, I . I to include thinking, feeling, and behavior. Principle 9 Foster shared moral leadership and long-range support of the character education ini- Principle 3 Use a comprehensive, intentional, tiative. proactive, and effective approach to character development. Principle 10 Engage families and community members as partners in the character building Principle 4 Create a caring school community. effort. A,. Principle 5 Provide students with opportunities Principle 11 Evaluate the character of 'the for moral action. school, the school staff's functioning as character Principle 6 Include a meaningful and challenging educators, and the extent to which students mani- academic curriculum that respects all leamers, fest good character. develops their character, and helps them to succeed. Source: Character Education Parhx&p, Principle 7 Strive to foster students' self-motivation. www.-.-k Principle 8 Engage the school staff as a learning and moral community that shares responsibility 44 AYPF ASCD APPENDIX D PATHWAYS TO CIVIC CHARACTER A Shared Vision for America's Schools t the heart of our shared vision for excellence in education is an abiding commitment to high academic achievement, civic and social responsibility, healthy social and emotional development Aand moral character for all students. In order to sustain and expand the American experiment in liberty and justice, students must acquire civic character - the knowledge, skills, virtues and commitment necessary for engaged and responsible citizenship. Civic character is responsible moral action that serves the common good.

The term "civic character" links the mutual goals that Understand how to participate in the political are being addressed by current efforts in civic educa- process and democratic institutions that tion, character education, service-learning, and social shape public policy; and emotional learning. These and other similar initiatives seek to help schools educate for engaged citi- Exercise leadership for social justice; zenship in a democracy. However, all too often these Work to counter prejudiice and disahkhon; initiatives are implemented in ways that are disconnected from one another or even seen as competing Think critically and creatively about local for time and attention. A lack of integration or sense issues, state and national affairs, and world of competition can result in confusion, lower levels of events; achievement, lack of attention to key goals, and, in Contribute time and resources to building some cases, paralysis -preventing schools from artic- community and solving problems. ulating and realizing a comprehensive civic and academic mission. In contrast, coordinating these efforts A nation committed to democratic freedom can lead to more cohesive educational programs with requires citizens with the knowledge, skills, positive academic, social and emotional health and virtues and commitment needed for active engage- citizenship results for students. ment in public life. Schools, families, and com- I munities can coordinate efforts to educate students There are examples of individual districts, schools who are responsible and caring citizens who act to and teachers that successfully educate for civic char- build safe, just, and free societies locally, nation- acter by integrating these initiatives across the cur- ally, and internationally. riculum and throughout the school culture. The aim is to graduate students of good character who are intel- We invite those who care about civic character, lectually prepared, civically engaged, and compas- leaders throughout education and those in the sionate members of the community. Among other fields of civic education, character education, qualities, these are young people who: social and emotional learning, and service-learn- I ing to join us in affming this shared vision for the Value and demonstrate honesty, personal civic and academic mission of schools. At this integrity and respect for others; critical moment in our nation's history, we commit Understand and effectively manage their to work together to prepare young people for con- emotions and behavior; structive, engaged citizenship vital to the future of democracy, freedom and the common good. Act toward others with empathy and caring; Source: Joint product of the First Amendment Center and the Resolve differences in constructive ways; Association for Supervision and Cuniculum Development. Restoring the Balance Between Academics and Civic Engagement in Public Schools 45

APPENDIX E SUGGESTIONS FOR DEVELOPING SUPPORT AT STATE AND LOCAL LEVELS

Developing Policy Support at the State Level Developing Policy Support from Local School Districts and School Boards Encourage legislators and governors to include civic learning and civic engagement Establish district-level mission, vision, and into comprehensive school reform efforts; education philosophy statements that incorporate and support civic learning and civic Support efforts to seek discretionary federal, engagement initiatives; state, and foundation funding for civic learning and civic engagement initiatives; Create a budgetary infrastructure that supports Provide forums for state boards of education, civic learning and civic engagement; investigative commissions, and local legisla- Make a concern for civic learning and civic tors to talk about civic leaming and civic engagement an integral component of hiring engagement, and how it can improve student policy and a lodestone for in-service training; achievement; Highlight civic learning and civic engagement Seek the creation of a state-wide coordinator activity when recognizing student achieve- for civic learning and civic engagement initia- ment and leadership; tives and activities; Support the creation of a statewide network of Provide recognition (awards, classroom mini- civic learning teachers and civic engagement grants, media attention) to teachers and programs; administrators who provide leadership in civic learning and civic engagement; and Work with school districts and teacher education institutions to develop and provide civic Allow, and even encourage, deviations from learning and civic engagement training oppor- the norm to accommodate and support civic tunities for educators; learning and civic engagement, such as block- scheduling, planning time for teachers, early Encourage SEAS to help local districts in mon- release time, field trips, etc. itoring, evaluating, and reporting on the effectiveness of civic leaming and civic engage- Developing Policy Support from Teachers and ment activity; Administrators Host regional seminars for principals and dis- Take advantage of federal, state, local, and pri- trict-level administrators on strategies for: (1) vate funds for supporting civic learning and using civic learning and civic engagement civic engagement initiatives; efforts as local school improvement efforts; (2) assessing the impact of civic learning and Form partnerships with local colleges and uni- civic engagement on academic performance; versities to recruit new teachers and mentors and (3) developing community-based partner- for civic learning and civic engagement initia- ships of schools, higher education institutions, tives and activities; and community organizations to support civic learning and civic engagement initiatives; and Link citizenshiprelated activities to curriculum goals, objectives, and student performance; Develop and disseminate model policy statements for integrating civic learning and civic Implement alternative scheduling strategies to engagement initiatives into curricula. accommodate civic learning and civic engagement activities; 46 AYPF ASCD

Support student-centered civic learning and civic engagement activities by involving students fully in planning them, carrying them out, and evaluating them; Document student performance and learning results from civic learning and civic engagement activities and get the word to a variety of audiences; and Become involved in receiving and providing ongoing training and professional development for teacher, community partners, students, and parents. Source: National Commission on Service- I Learning. Learning in Deed: The Power of Service Learning for America's Schools, 2002. Restoring the Balance Between Academics and Civic Engagement in Public Schools 47 NOTES

IClaus von Zastrow and Helen Janc, Amdemicm:The 12MRequiring community service or servicelearning to graduate Condition @Liberal Arts in Americds PKMic Schod, Washington, D.C.: from high school is a vigorously debated approach to fostering civic Council for Basic Education, 2004. engagement among the young. lJudith Tomey-huta and Susan Vemeer, Developing C- L"Probkm-posing"is the essential skill of translating information Comptemkfrak7mkrgmten thmugh Gtade 12: ABackgdPqm into questions that can be worked on productively. jb Poligmbs and-, April 2004. See "The phrase comes from John Ruggeberg, a teacher at Wmona, http://www.ecs.org/cl~ghouse/51~5/5135.pdf. This definition is Minnesota, High School, who argues that "there is a tendency built used in a paper developed by the authors for the National Center for Learning and Citizenship of the Education Commission of the into service-learning that prompts young people to live by their own States. highest values.. .they work to become their best selves." See Bruce 0.Boston, Their Bt?rtS&: Bui&iing Chmacler EdicmtionandSewice- 'John Glenn and Leslie Hergert, "The Civic Mission of Schools," in Lemuhg Together in the tives qfYamg People, Washington, DC: C. Glickman (ed.). Le&s to #re N& Pnsident, New York and Council of Chief State School Officers, 1997, p. 11. London: Teachers College h,2004, (pp.201-206). lSJoelWestheimer and Joseph Kahne, "What Kind of Citizen?,, 'From "Pathways to Civic Character" a one-page document circulat- Campus Compact Reader, Winter 2003, pp. 1-13. See ed in 2004 that attracted 20 major nonprofit organizations as signa- www.cob.sjsu.edu/neUe~~ucatedCitizenDialog.hbn.For an tories. The document provided the definition of "civic ch- excellent description of a "citizen," see the report of the Camegie given in the Glossary: "Civic character is responsible mod don Corporation, The Civic Mission ofSchooLr, New York, 2203, p. 4. that serves the common good." The document was coordbted by Charles Haynes, senior scholar and director of education programs, First Amendment Center, Freedom Forum, http://www.fmtamend- mentcenter.org. la1bid. pp. 4-5. ' Canie Donovan and Mark Hugo Lopez, "Youth Voter Thout in the States, During the 2000 Residentid and 2002 Mid-Term Elections," Center for Information and Research on Civic Learning %em to William Charles Jarvis, September 28,1820. See Ms and Engagement, School of Public Affairs, University of Maryland, Familhr~~,Boston: Little, Brown & Co., 16b ed., 1992, http://www.civicyouth.orP/. pp.344-45. From the second tab of the Reswrce Kit provided to conference 21CarolynPereira, Thekgul Circle, Constitutional Rights Foundation, attendees of the Second Annual Congressional Conference on Civic Chicago, Fall, 2004, p. 2 (newsletter). Educatioa, Washington, DC, December 4-6.2004. The conference was jointly spomored by the Center for Civic Education, the Trust nSusan Vermeer, "Citizenship Education Moves to the Forefront," for R-We Democracy, the National Conference of State Stme Edicmtion Leader, Vol. 20, No. 3 (Fall, 2002). p. 22. Legislatnm, and the Center on Congress at Indiana University.

'Came& Corporalan and Center for Information and Research on *As the task gets underway, however, a caveat is in order. Civic Learning and Engagement, New York: Camegie Cotporation. Although policy is the product of politics, it does not follow that the 2003. See full report at: content of education must therefore be politicized. In the process of http~/downloads~.~ea;islative/Civi~MissionofSchooIs.pdf. sorting out the inherently political nature of education, it becomes all the more important, then, to stress that the schools do not infect what is taught about citizenship with partisan thinking or political ideology. %em&, Judith Tomey-Purta, AYPFIASCD Roundtable, 9suNeyresults found at "Implementation of No Child Left Behind (NLCB): What Role for w~w.civicyouth.org/whatsatsnew/~eyfact-htm. Civic Development (Through the Lens of Researchers)," Jan 23, 2004, pp 4-5. ITaul Gagnon, Edtpmftirgfer Danocmry: Stotc Smh& to Ennue a Civic Cm,The Albert ShanLer Institute, as cited in "'he Progrws of -All leaming is contextual, the meaningful question for education is Education Reform 2004, Citizenship Education," Denver: merely whether it is deliberately and consciously so, and in what Education Commission of the States, Vol. 5, No. 2 (May, 2004), ways. As Sir Geoffrey Vickers has written, "We do not seek or p.4. The Education Commission of the States also maintains an up shun objects, but relations with objects. No one wants just an to-date state by state policy scan on its web page, apple; he wants to eat it, selJ it, point to it, perhaps just to admire it, hap:/~.ecs.orp/ecsmain.asp7pa~~ed~cationIssu~Ci~in any case to rekto it in m nay or another.. . The objects to shipl?ducation/CitadDBBintro.asp. Full document available at which scientists have directed their attention, from atoms to stars, www.~stitute.org/Downloads/ga~. from amoebas to men ...have all proved to be events, Merthan objec&interactions extended in time." V& mdSocial "FMher to the positive side, ninth grade American students, as Plocesr,New Yo& Basic Books, 1968, pp. 152,164-65, emphasis mmmd on the 1999 International Education Assessment and added. compared to students from 27 ofhex countries, scored 6 points higher than the inhernational average on civic knowledge, 2 points high- %chard Niemi and Jane Judd, Civic ,!2ua&c What M& Sndenrs ex on civic content, and 14 points higher on civic skills. See Lam, New Haven: Yale University Press, 1998. National Cenba for Education Statistics, "Highlights of U.S. nJudith Torney-Purta, "The School's Role in Developing Civic Results hmthe htemational IEA Civic Education Study," Engagement: A Study of Adolescents in Twentyeight Countries:" Washington, DC: Dept. of Education, OERI, Publication NCKT Appliedb~nralScience,6 (4), 2002, pp. 203-212 and at 2001-107,rnl. AYPF ASCD

tion at the 2nd International Service-Learning Conference, Nashville, TN, October 2002. *'Civics Education Increases Young People's Interest in American N. Kraft and J. Wheeler. "Service-Learning and Resilience in Government, New Study Shows," National Conference of State Disaffected Youth: A Research Study," in S. H. Billig and J. Eyuler Legislatures, Denver, Press Release, 9/22/03. (eds.), Advances in Service-learning Resemch, Vd.3, DecommW Ser/icALemning:Research Eu,loring Corn,Paddptbn, mdlrpcts, Vational School Leadership Council Survey-2004, as reported by Greenwich, CP Information Age Publishers, 2002, pp. 213-238. James C. Kielsmeier, et al., "Preliminary Findings: Community http://nekesc.orglJWNWsl disaffected.pdf. Service and Service-Learning in Public Schools," in James C. Kielsmeier (ed.), GraYing toGremnes~2004,St. Paul, MN, National " W. Kim and S. H. Billig, Cdomdo Learn andSmEvolumion, Youth Leadership Council, 2004, pp. 6 ff. Denver: RMC Research Corporation, 2003; M. M. Klute, K. Sandel, and S. H. Big, Coiovadoh&Serve Ev- Denver: Wck Allen, "The Democratic Aims of Service-Learning," RMC Research Corporation, 2002. Educational Leadership, Association for Supervision and Curriculum, Vol. 60 (6). March 2003, p. 51. See www.servicelearn- " S. H. Billig, Phib&&hiaFmehn Schook Junior Lazier Evahion, ing.org/article/archiven31. Denver: RMC Research Corporation, 2002, httpJ/serviceleaminggorg/article/view/l09/1/122. 31Thedescriptions of the Langley, Washington and Perry Meridian, Indianapolis, programs are taken from website of Learn and Serve: 49 A. Melchior and L. N. Bailis, "Impact of Service-Leaming on ~ationA~ervh&amin~ Leader Schools, Civic Attitudes and Behaviors of Middle and High School Youth: www.leaderschools.org/2002prof1Ies.html. The description of the Findings from Three National Evaluations,' in A. Furco and S. H. Springfield, Massachusetts program comes from an interview with Billig (eds.), Adwmces in S&e&ming Remmh, Vol. I, Service Carol W. Kinsley, board member, Corporation for National Service, Leaning: The Essence @the Pedagogy, Greenwich, CT: Information August 24,2004. Age Publishers, 2002, pp. 201-222, 32awrence Kohn, principal, Quest High School, Humble, TX, 2004, http://qhs.humble.k12.tx.us/. " S. H. Billig, S. Meyer, and L. Hofshire, EvolumionofCenterfw "Sheldon H. Berman, "Service as Systemic Reform," TheSchool Rmhon Educrmbn,Divers$, and Excellence, Denver: RMC August, 2000, pp. 20-23. m, Research Corporation, 2003. '' N.B.: Several items in this section were taken from listings in the 3sJamesC. Kielsmeier, et al., "Preliminary Findings: Community research brief developed by S. H. Billig of RMC Research Service and Service-Learning in Public Schools," in James C. Corporation as part of the W. K. Kellogg "Leaming in Deed" initia- Kielsmeier (ed.), Growing to GmmessUX)4, St. Paul, MN, National tive, prior to 2000. Youth Leadership Council, 2004, pp. 6 ff. '2 '2 J. Follmann, FIorida Lam andserve: 1996.55' Outco~nesand %[bid,"Preliminary Findings," p.8, Figure 2. Comkziom widr 1994-95 md 1995-%, Tallahassee: Florida State University, Center for Civic Education and Service, 199853 37w., p. 9, Table 1. L. Stephens, qp. cit., M. Yates and J. Youniss, "Perspectives on 3.H. Billig, "Heads, Hearts, and Hands: The Research in K-12 Community Service in Adolescence," WDevelqnent,5, 1996, Service-Learning," in Growing to Gmmms 2004: Commwriry Service pp. 85-111. and Service Lemning in hrMic Sclmh, pp. 12ff. %L. O'Donnell, eral., "The Effectiveness of the Reach for Health Iq M. M. Klute and S. H. Billig, The l+t ofsewice-Laming on Community Youth Service-learning Program in Reducing Early and MEAP: A LargeScale SRdy of Michigan hand Sene Grantees, Unprotected Sex among Urban Middle School Students. Americun Denver: RMC Research Corporation, 2002. A "statistically signifi- JovmlofPuMic HeoWI, Vol. 89, NO. 2 (1999), pp. 176-81. cant" measurement means that the effect measured has a probability of at least 95% of not having been created randomly. " A. Melchior, qp. d;J.P Allen, G. Kuperminc, S. Philliber, and K. Hem, "Progmmmatic Prevention of Adolescent Problem 'S. H. Billlig, "Heads, Hearts, and Hands: The Research on K-12 Behaviors," Journal of Community Psychology, 22, 1994, 1994, pp. Service-Learning," in James C. Kielsmeier (ed.), GraYing to 617-38; B. Shaffer, op. cit. GreaaresrZC04,St. Paul, MN, National Youth Leadership Council, 2004, p. 15. The same effects were not found for 4th and 8th " Camegie Corporation and Center for Information and Research graders. on Civic Learning and Engagement, New York: Camegie Corporation, 2003. See full report at: " Smartworks, Inc., Flint Community Schools Service-Learning http://downloads.ncss.or~egislativdCivicMsionoBch~ls.pdf. Initiative Evaluation Report, 2001-2002. Grand Blanc, MI: 1 Smartworks, Inc., n.d. National Commission on Service-Learning, Leaming in Deed: The Power @Service Leamingjbr Anwica's SchIs, Washington, DC: "A. Furco, Is Service-LeamingRedly Better thmr Commwrity Smice? in National Service-Learning Partnership, 2002, www.learningin- A. Furco and S. Billig, (eds.), Advances in Service-Learning deed.org/slcommissio~&gindeed.pdf. Research, Vol. 1, Service Leading: The Essence of the Pedagogy, Greenwich, CT: Information Age Publishers, 2002, pp. 23-50. "See, e.g., Eliot Eisner, CognilionandC* New York: http://www.service~eaming.orghvg Teacher's College Press. 1994; Howard Gardner, Credq Minds, php/library/?action=d&&item4227. New York: Basic Books, 1991; Leonard Shlain, ArtandPhysics, New York: Waam Morrow & Co., 1991; David N. Perkins, The " M. M. Klute, Anrkh's CeBa.sedSchwI hirownental Idgent Eye: Learning to Think by LooRing at Art, Santa Monica, CA: Ecfucanbn (COSEED):-e Evaluation Report, Denver: RMC Getty Center for Education in the Arts, 1994, Heidi Hayes Jacobs, Research Corporation http://cweed.schoolsgogreen.org/O1-02CO- ed., 1ntemY.x- Cutridla:Design rmdlny,lememafion,Alexandria, SEED Eval.Qual.pdf VA: Association for Supervision and Curriculum Development, * M. Laird and S. Black, Service-Lemning EvolumionPmjec?,presenta- 1989. Restoring the Balance Between Academics and Civic Engagement in Public Schools 49

Totter, Calvin et al. LeMlingfrom Eprience: A Cdledion ofService- E*rh,Washington, DC: National Coalition for Community Lemning Pmjm UnRing AM&& Stmhwk to Cunkuh. Madison, Schools, ad., p. 2. Available as a pdf document on line at Wisconsin: Wisconsin Department of Public Instruction, 2000. pp. http:/~.communityschools.org/. 36-39. MIWpp. 72-75. %nong the fruitful possibilities for "googling" are: Youth Civic 61Manyprovisions of the law encourage or allow service-learning as Engagement a strategy. For example, support for citizenship/civic education (www.whatkidscando.org/youthcivicengagement/schoolfunding.hbn exists in: Title I (support for schools in need of improvement), Title I; The Harwood Institute (www.theharwoodinstitute.org/mateW, Ill (language instruction for Limited English Proficient and Public Education Network (http://www.publi~ucation.o~; Immigrant Students), Title IV (Safe and Dmg-Free Schools), Title Public Private Ventures (www.ppv.org); National Civic League V (Character Education), and Title W (promote cultural and inter- (www.nationalcivicleague.org/homepage.html); National Center for generational connections between students and elders). Also, see Family and Chm~unityConnections with Schools http://www.seh- (www.s~~~.o~~/~~M~c~~oIIs. l~~parhlership.org~service~I~g/nclb.ch mAvailableonline as pdf document at: www.communityschools.org. 62- 62- in Deed, Washington, DC: National Commission on programs are profiled Pearson, S. S., Cornman Service-Learning, 2002. See also www.learningindeed.o@policy These in FWng Grawd:~-leamingmdEmcaaabnRefomA*~28~ Tor more information about the First Amendment Schools project, SchodRefonn M&, Washington, DC: American Youth Policy or to see examples of existing First Amendment Schools, visit Forum, 2002, http://www.aypf.org/publicatons/fin~~~g~~mmon- wwwfirstamendmentschools.org ground.pdf. 6YThis publication may be ordered from ECS at www.ecs.org/ecs- "For more information on The Pipeline Project, visit www.street- main.asp?page=/hhnl/aboutECS/WhatWeDo.htrn. law.org/. aBoth publications are available through www.ecs.org. more information regarding SOLV, visit them at: www.solv.org. TheCoalition defines a "community school" as: "...both a set of partnerships and a place where services, supports, and opportunities lead to improved student learning, stronger families, and healthier communities. See Canmunity khcok: Pamen~for 50 AYPF ASCD BIBLIOGRAPHY

Akujoln,C.andSimmolrs,R "Anhsemmtof~ Schod~~~MethodSUsingServics Leammg Gc&" NSEE euarterly,23 (21Winter, 1997, pp. 1928.

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AUianzfnrSwbmm~Ref0rm.S~ for School-Bmed and Commmdyhed Service-Laming Pmgrm. VVA: QossUp kurkdh, 1995. BiS.H.andKraft,N.Linku2gFedemlPmgmmsdSe7vice- Leamirlg: A Ph?lmilg, 1np,- and E* Gtride. Andason,v,~,c.,~E!andmC.'~hmsteq PA: 'lbhmmb FubMas 1998. SeniceLeaming and School Irnpmvm m Sphglielcl, Ivlssdw." Phi Dehkhpm, 72, June, 1991, pp. 761-764. BiS. H., Meyer, S. and HaL Evaluadon $CenrerJbp. ResearchonEcltcccaiovl,DiversityandExceUerace~ Site: The HawhSadEes Pmgmm at Waianea High School. D.enVer.RMc--m. Blyth,D.,~Rand~TL~SadyofServics ~,B."AMadatefnr~,"InS.SagawaandS.HaJpm Lam@,'' A ?%&man (ed.), Service Leanung. Mabah, W (&),Won$Senice:TheFm$theNationalandC~ Lawme Eiitaum~hbkhs, 1997, as dd mPeny, J. ServiceAct.~DC.NaticnalWamen'sLawCm&and TheG~FmCovroraolityandNatiovlalService American Youth Pdicy hum, 1993. Research TTark FmReport. BBlocanington, IN. Uk* of Inclhq 1999. Bemld,B.YadhService:FmYorrdtmProMemstoYadhm Rmm.F'o&md, OR: Northwest R!qgonal Eihlczdonal Elatcn, -0. ZlebBai'Sek: Bzukhg CharcaccerErfucadon Labolrbay,11990. and&mkemTogether in the LivesQYoeog People, WshhgkqLECollncilofChiefState~~1997. ~T.S~gkReviewQtheWK.KelloggFowldation's ~~g hykm,l9RDI9%. Battle Cdq Mk W. K Boyte,H.C.'~ServiceandCivicEduca$a"PhiDeIta K!dcggFoundation, 1997. k@pm, 72(10), 1991, pp. 765-767.

Behwiiz M. W. and Biea, M. C. whQt Workr in Chamcter Buba,G,~R,HarpaS.andPde,H.'~Lessonsof EdmdmAResearchMWJbp.~.Uk~of Eneagy ExpIes fnrselvb3~'MVngitliaUIliversrty, pp. 18-19 (m Mcqpmm,WV:PaperffeserdwlattheAmericanEducabd Rexmh Associatmnhual Meding, Monmal, Canada, 1999. Berman,SheldcnI-LL~as~~'TheSchod '4hnxm-m(August, 20001, pp. D23. cairn, R "Ancd.lerUFdy ofhming,"~~S& 1992, pp. 22-23.

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Shaffer, B. Senice-Leanting: An Acadmnic Methmblogy. and~onC%vicLeanrmgand~Sdmd~ !hdxd, CA: Smhd University DeptmaofMm&m, 1993, AfFdirs, U~~iveasityof Maryland ascaedmRBhaemm,K.Corden,andB.Ganez%R&# www---/11 SCKiX--inEdismtionalRmmNC:NW s0Cktyfca~~and~MA:Simonand Schstq k,1998.

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llowing is a sampling of American Youth Policy Forum publications. Prepaid orders only, please. Price includes ship ping and handling in the contiguous United States. Send orders to: American Youth Policy Forum, 1836 Jefferson EPlace, NW, Washington, DC 20036. Call (202) 775-973 1 for rates on bulk orders. Please also see our website for additional and on-line publications: www.aypf.org

Building an Effective Citizenry: Lessons Learned from A Guidefor the Powerlessdnd Those Who Don't Know Their Initiatives in Youth Engagement Own Power, by Samuel Halperin This report shares lessons learned about the development of civic Acquire essential political skills to engage both elected and engagement among youth. Researchers, program leaders and appointed officials at all levels of government. This guide is a youth present recommendations regarding efforts to engage perfect introduction to effective citizenship for community lead- youth in education reform, service-learning and community ers, educators, students, youth workers and other human service activism. Youth Court is featured as one promising program. providers. Recommended by policymakers. 2003,32 pages $5 2000,60 pages $5

Essentials of High School Reform: New FomofAssessment High SchooLr of the Millennium: A Report of the Workgroup and Contextual Teaching and Learning This report argues for a new vision of high school, one Research shows that we learn in a variety of ways and that that uses all the resources of the community to when new information is set in a familiar context or applied to create smaller learning environments, to engage youth in actual problem solving, the learning process is more successful. their striving for high academic achievement, to support This report reviews the close connection between contextual them with mentors and role models, and to provide them with teaching and learning and alternative assessments. Policy rec- opportunities to develop their civic, social, and career skills. ommendations and practical advice are provided on how to 2000,50 Pam only available online structure this connection. 2003,87 pages $5 No More Islands: Family Involvement in 27 School and Youth Programs Finance and Resource Issues in High School Reform Given the importance of families to a variety of positive youth A summary of discussions with secondary education policy- outcomes an the emphasis placed on family involvement in makers and practitioners on issues related to the financing and federal law, young people should not be treated as "islands" by resources needed to support comprehensive high school school and youth programs, separate from the context of their reform. This report provides a realistic view of many of the families. No Child Left Behind, the Workforce Investment Act challenges facing school leaders and policymakers as they and other federal laws now require family involvement in both implement standards-based reform with tight budgets, as well school and youth programs. This report reveals the benefits as some strategies to use existing resources more effectively achieved when families are actively engaged in their children's and intentionally. learning. 2003,27 pages $5 2003,152 pages $8

Finding Common Ground: Service-LeMting and Education Raising Minority Acadamic Achievemeni: A Compendium Reform, by Sarah Pearson of Educational Pro- and Practices, Donna Walker Jarnes, Reveals areas of compatibility between leading Comprehensive editor School Reform (CSR) programs and key elements of service An accessible resource for policymakers and practitioners inter- learning. Report reveals most CSR models provide opportunities ested in improving the academic success of racial and ethnic for students to apply their knowledge and skills to real-life situ- minorities from early childhood through postsecondary study. ations, address local community issues and interests, and devel- The report provides strategies used in successful programs and op civic skills and competencies. recommendations to the field. Includes summaries of evalua- 2002,137 pages $10 tions of 38 school and youth programs with data on minority academic achievement. Finding Fortune in Thirteen Out-of-School-TimePrograms 2001,206 Pages $10 Evaluation summaries of out-of-school-time programs profiled within this report make the compelling case that out-of-school- Rigor and Relevance: A New Viiion for Career and Technical time programs improve outcomes in academic achievement. Education The 13 program evaluations were chosen because they meet A white paper developed to help inform discussion of the reau- rigorous research standards and share innovative strategies to thorization of the Carl Perkins Vocational and Technical engage young people. Education Act. Resents a new vision of how federal funding 2003,72 pages Available only online at www.aypf.org for career and technical education should be used. 2003,24 pages $5 Restoring the Balance Between Academics and Civic Engagement in Public Schools 55

Shaping the Future of America's Youth: Youth Policy in the 2lst Century This youth policy retrospective also provides visions for the future from leaders in high school reform, civic and youth development, and career preparation. Featured leaders include: Roberts Schwartz, Harvard Graduate School of Education; Hilary Pennington, CEO and vice chair of Jobs for the Future; Dorothy Stoneman, president of YouthBuild USA; and Alan Khazei and Michael Brown, w-founders of City Year. 2003,76 pages. $8 56 AYPF ASCD Photography Credits Photos included in this report come from youth participating in the Columbia Heights West Teen Photography Project in Arlington, Virginia. Contact: Paula Endo, 5041 S. Seventh Road, T-1, Arlington, VA 22204.

1 -Joshua Anderson. Teen Connection Clean Up, O 1999.

2 - Abdul Azeem. Hawa at Columbia Heights West Community Pride Day, O 1999. 3 -Margot Paz. Antonio Teaching a Workshop, O 2000.

4 -Juan Rivera. Marissa at the Polls, O 2003. 5 -Eddy Medrano. High School Students Learning About Government with a Congressman (Jim Moran) at the Capitol, O 2001.

6 - Randi Chea. Self Portrait, O 2002.

7 -Joshua Anderson. Flags at Community Pride Day, O 1999. 8 - Adriana Torres. Boy with Hag at the West Community Pride Day, O 2000.

9 -Margot Paz. Mimi Teaching Sumie Painting, O 1999.

10 -Adriana Torres. Vietnamese New Year, O 1999.

11 -Albert Hernandez. Kids at the Arlington Mills Community Center, O 1999. AMERICAN YOUTH POLICY FORUM

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