A Report From the National Commission on Service-Learning A Letter from Senator John Glenn I am pleased to share with you the findings of the National Commission on Service-Learning, an active and committed group of individuals from diverse geographic, political and cultural backgrounds who represent K–12 and higher education, government and business, citizen action and youth leadership. Our report reflects nearly a year of study and discussion about service-learning, a teaching strategy that combines service to the commu- nity with classroom curriculum in K–12 schools. Together, we set about to understand how service-learning is relevant to schools and how it relates to our own work. We’ve found that service-learning is a powerful strategy for teaching and learning, which allows young peo- ple to deepen and demonstrate their learning and at the same time develop a strong sense of civic responsibility. We firmly believe that it can become a central strategy for teaching and learning in our schools. To me service-learning can be summarized by the ancient saying: “I hear, I forget. I see, I remember. I do, I understand.” In addition to that understanding, service- learning adds a critical fourth "R" to the three R’s of education: "R" for responsibility. Let us embrace it at this moment in history when we have remembered what makes our country great, and when we require the civic responsi- bility of the next generation to sustain that greatness. John Glenn Chair National Commission on Service-Learning National Commission on Service-Learning Senator John Glenn, Chair Jim Geringer Frank Newman, Ph.D. The John Glenn Institute for Public Service Governor of Wyoming Visiting Professor of Public Policy and and Public Policy Carl D. Glickman, Ed.D. Sociology, The Futures Project Anne L. Bryant, Ed.D. Chair, Program for School Improvement Brown University Executive Director, and University Professor Emeritus, Arturo Pacheco, Ph.D. National School Boards Association The University of Georgia Dean, College of Education Gene R. Carter, Ed.D. Stephen E. Gorrie University of Texas at El Paso Executive Director, Association for President, Massachusetts Teachers Minnie Pearce Supervision and Curriculum Development Association Chair, Board of Directors Cameron Dary David W. Hornbeck National Coalition of Title I Parents Student, Waupun Middle School Former Superintendent of Schools, Buffy Sainte-Marie, Ph.D. Nnennia L. Ejebe Philadelphia Founder, Nihewan Foundation Student, Massachusetts Institute of Education Advocate Jianping Shen, Ph.D. Technology James B. Hunt, Jr. Professor, College of Education Former Governor of North Carolina Western Michigan University Michelle Engler Chair of the National Commission Senator Harris Wofford First Lady of Michigan on Teaching and America's Future Former Chief Executive Officer Laurie E. Lang Corporation for National Service Executive Director, Disney Learning Partnership Page 3 Introduction Page 6 The Paradox of Youth Engagement Page 13 What is Service-Learning? Page 18 Growing Support for Service-Learning Page 25 The Impact of Service-Learning Page 30 Implementing Quality Service-Learning Page 36 A Call to Action Page 48 End Notes Page 51 Appendix A – Presentations at National Commission Meetings Page 52 Appendix B – Report Reviewers Page 53 Appendix C – National Service-Learning Resource Organizations Page 56 Appendix D – Staff to the National Commission Page 57 Appendix E – Acknowledgements Funded by the W.K. Kellogg Foundation in partnership with The John Glenn Institute for Public Service and Public Policy at The Ohio State University. General Colin Powell, founding chairman of America’s Promise Photo courtesy of Corporation for National and Community Service Introduction "We have always stressed the importance of giving back to the community," says White Knoll principal Nancy Turner. "With this project, I have seen students Following the September 11, 2001, terrorist attacks, learn and grow as communicators. They understand students at the White Knoll Middle School in West the importance of persuasive writing because they Columbia, South Carolina, looked for a way that they want their letters to bring in results. They have could help New York City. They learned learned the importance of expressing that in 1867 a fire company in New their thoughts clearly in standard York City had sent a fire wagon to English as they have been interviewed counterparts in Columbia as a peace by the media. This has been a learning offering to replace equipment lost in project in many, many ways." the Civil War. The gift was documented White Knoll Middle School includes in a local museum, along with a pledge service-learning as an important part of from a former Confederate soldier that the curriculum in many ways. In this South Carolina’s capital city would case, the fire engine project deepened return the kindness "should misfortune students’ understanding of civics, histo- ever befall the Empire City." ry, communications, and writing. Many schools White Knoll students set out to honor this pledge and around the country are initiating these creative pro- launched a campaign to raise $354,000 to purchase a grams out of the belief that the preparation of active new fire engine for New York City. They studied the and thoughtful future citizens is a core responsibility. historical background of the gift in social studies class- es. They applied language arts skills as they wrote I wish adults would understand that students have letters to firefighters in New York City’s Red Hook innovative, mind-boggling ideas, and that students Ladder Company 101 and to friends and family mem- can put those ideas into action. They can make the bers to solicit donations. In art classes, they created world a better place. posters to advertise their fund-raising efforts and made a huge fire truck mural to track incoming contri- James, Tennessee high school student butions in the school’s front hall. Gifts and pledges arrived from throughout the state and beyond. Two In 2000, the W.K. Kellogg Foundation, a longtime sup- months after the start of the campaign, they had porter of service-learning, appointed the National reached their goal. Commission on Service-Learning to study the current state of this practice in American schools. The Service-learning: a teaching and learning Commission, chaired by former United States Senator approach that integrates community service with academic study to enrich learning, teach civic When education takes a hands-on responsibility, and strengthen communities. approach to learning, the result is a Many Americans have been inspired by this story, but more informed, more involved com- they may not realize that it is but one shining jewel of a larger treasure. The fire engine project is an munity of future leaders. Service- example of service-learning, a teaching and learning learning brings substance to our approach that integrates community service with aca- demic study to enrich learning, teach civic responsibil- democracy and strengthens the ity, and strengthen communities. A national tragedy provided what educators describe as a "teachable thread that binds our diverse nation. moment" for an enriched and lasting learning experience. First Lady Michelle Engler, Michigan John Glenn and co-sponsored by The John Glenn • Reinforces and extends the standards-based Institute for Public Service and Public Policy at The reform movement by providing a real-life context Ohio State University, consists of 18 education, gov- for learning and giving students a sense of the prac- ernment, and community leaders who spent a year tical importance of what they are learning in school reviewing research data, visiting schools and ques- • Promotes the public purposes of education by tioning students, teachers and other advocates in preparing students for citizenship through involve- order to understand the prevalence and practice of ment in citizen action service-learning. • Builds on the growing willingness of students to Although systematic research on this method of become involved in service to their communities teaching and learning is still developing, there is while adding an academic component to such reliable evidence of its capacity to enhance both service academic achievement and community involvement. • Contributes to young people’s personal and career Civic behavior is the important issue development by reducing violence and sexual activity and increasing their sense of responsibility for the country. Democracy requires and workplace skills its citizens to take responsibility and For half a century, service-learning has spread in be involved in solving problems, not American schools. In the last decade, it was spurred to new growth by congressional and presidential just during times of crisis, but all the actions and funding. In increasing numbers, schools time. Service-learning involves stu- have provided service-learning opportunities for students that connect their curriculum studies to dents in solving community problems, activities such as tutoring younger children, adopting and at the same time, helps them a river, creating a museum exhibit, or conducting oral learn and apply reading, writing, histories with senior citizens. In these and similar instructional activities, youth have simultaneously math, science, and social studies. learned to serve and served to learn. They are becom- ing both better students and better citizens. Frank Newman, visiting professor Brown University Service-learning has