Implementing K-12 service-learning

Abstract

This executive summary of An Evaluation of K-12 Service-Learning in California: Phase II Final Report examines the impact of service-learning programs in K-12 schools in California. The study concludes that the promise of service-learning can be fulfilled so long as challenges are understood and addressed properly. Characteristics of well-implemented service-learning programs are provided.

Issue

Phase I of this study found that teachers were having difficulty implementing service-learning programs. National service members can assist implementation efforts by considering the suggestions below.

Action

Seek as much teacher buy-in as possible. Programs that have wide teacher support, involvement and control tend to be more successful.
Seek the principal's support. He/She can decrease any barriers that prevent implementation, and make service-learning a school-wide goal.
Encourage service-learning professional development. The study shows that professional development leads to greater integration of service-learning into the curriculum.
Place active project coordinators at the schools. The coordinators can spread news about the programs throughout the school and community, offer ideas to teachers and administration, and ensure the program adheres to standards supported by the Department of Education.
Involve community partners in service activities designed to empower and help teach students in a variety of ways.
Organize pre-service activities to help orient students to a service-learning project and contribute to a student's sense that the activities are valuable and necessary.
Offer students regular opportunities to discuss and write about their service experience. Reflection encourages students to think critically about their service performance. Integrate varied reflection activities into the course curriculum such as oral discussion, guided and free writing and other strategies.

Context

Evaluation staff identified 15 classes in 14 schools (in 11 CalServe partnerships) where service-learning appeared to be well designed and well implemented. Eight comparison classes in eight schools were also selected to be part of the evaluation. These classes and schools become the focus of the evaluation efforts during the 1996-1997 school year. Of the 15 classroom sites participating in the evaluation, seven were urban, three rural, and five suburban or suburban/rural. There were five elementary school classes, three at middle schools, three at the high school level, and four in continuation high schools. The smallest site had 12 students; the largest included two classes totaling 60 students, taught by the same teacher. School size ranged from as few as 140 students to as many as 3,000.

Citation

California Department of Education. An Evaluation of K-12 Service-Learning in California: Phase II Final Report. Sacramento: California Department of Education, 1998.Available online at http://www.cde.ca.gov/ci/cr/sl/execsummary.asp

Outcome

Impacts on students and teachers:

Improved professional relationships and increased respect between teachers.
Improved relationships between students and teachers, who became partners in learning.
Through this shift to "partners in learning," the students felt more involved with the school, and some schools experienced reduced teacher turnover.
The shift to service-learning brought about other "guided discovery" approaches to teaching.

Impacts on community partners are also discussed.

Evidence

Data were collected on approximately 775 students participating in service-learning in grades 6-12. The eight comparison classes had a total of 310 students. The data collected by the evaluation included student achievement tests, student attitude surveys, school record data, interviews with teachers, principals, students, program coordinators, and community partners, and observations of student service and classes where service-learning was being used.

Posted On

September 6, 2000

For More Information

California Department of Education

Website: http://www.cde.ca.gov

Source Documents

An Evaluation of K-12 Service-Learning in California: Phase II Final Report

Related Practices

Learn and Serve America

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