Assisting underperforming students with after-school service-learning
Abstract
In junior high and elementary schools, after-school service-learning can work effectively as part of a larger overall systems-change initiative. By providing after-school enrichment for students who are at risk of academic failure, as well as promoting civic involvement and career exploration, scholastic performance can improve. Ellen Lewis, of Petaluma (California) City Schools, submitted this effective practice, which includes an example of a service-learning project addressing homelessness.
Issue
Promoting civic involvement, academic achievement, and career exploration among underperforming students who are at risk of academic failure.Action
Petaluma City Schools utilize service-learning in after-school and summer school programs to promote civic involvement, academic achievement, and career exploration among underperforming students at risk of academic failure. Therapeutic group and individual counseling is also an integral component of the program.
The following is one example of a service-learning project with junior high school students:
While having the students brainstorm service-learning ideas to address homelessness, the teacher noticed that the students were not touched by the topic of homelessness in general, but that they were interested in working with children.
An issue that really caught the students’ attention was the fact that there are homeless teenagers in their community —in fact the students were startled by this realization.
The teacher brought in articles about the rising home prices and cost of living in the local area.
The teacher also invited an employee from the local homeless shelter to talk to the class about homelessness and the shelter’s needs.
The teacher asked the presenter to talk specifically about families and children at the shelter to help dispel stereotypes about who the homeless are in their community.
Following this presentation, the students decided to organize a toy and art supplies drive for the children and teens at the shelter.
Context
Petaluma City School District runs the Service-Learning/Life Skills program at both of its junior high schools, and at two of its elementary schools. During the academic year, students meet Monday through Friday for 2.25 hours a day after school. The junior high program began in 2000-2001; the elementary program began in 2004-2005.
Student participation is voluntary for both the elementary and junior high programs. Junior high school students are encouraged to attend by allowing them to receive five school credits after 90 hours of program participation.
The Service-Learning/Life Skills program is also part of the district’s junior high summer school. All students (approximately 300) have four courses daily for five weeks: math, language arts, social studies and service-learning.
The summer school session provides the same curricula and activities at a condensed rate.
Service occurs both on and off campus, sometimes in conjunction with community groups.
Teachers and staff are hired based on their experience with youth and commitment to working with diverse populations. They receive additional training as follows:
- Service-learning training 4-8 hours
- Classroom management 4-6 hours
- Life skills training 4-6 hours
Outcome
Students at risk of academic failure become involved in activities that will give them a sense of success. They are simultaneously prompted to correlate their after-school success with the ability to succeed during the regular school day by making better life choices.
Connections to civic responsibility and to the school curricula are made in mathematics, reading, writing, oral presentations, and social studies. Students are involved in academic exercises through
- Writing announcements that they deliver via the school-wide public address system
- Practicing phone calls to discuss issues with community partners
- Designing fliers that would appeal to their audience and get the message across.
As part of a larger systems-change initiative entitled, Communities and Schools For Career Success (CS2), Petaluma's Service-Learning/Life Skills after-school program was featured as a model program by the National Collaboration for Youth's National Youth Development Information Center.
Communities and Schools for Career Success: CS2 (PDF, 581 KB)
Evidence
Elementary Program
A total of 81 students attended the program for four or more weeks during the course of the semester. In the final month of operation, 56 students were still attending, of which, 35 were assessed by their after-school program teachers, and 20 by their regular school day teachers.
In addition, 43 of the students completed self-assessments (provided in both Spanish and English). Surveys used a rating scale of 0 (no change) to 5 (greatly improved), with respect to improvement in various measures over the five months during which the program was in operation.
Social competencies — such as planning and decision-making, interpersonal and communication skills, respect for cultural differences and peaceful conflict resolution — were measured with questions regarding relationships with peers as well as adults.
Students showing improvement at a level between 3 and 5:
- As rated by regular classroom teachers: 14 of 20 (70 percent)
- As rated by after-school teachers: 35 of 35 (100 percent)
- As rated by student self-surveys: 41 of 43 (95 percent)
School engagement was measured by questions about completing homework assignments, participating in class, showing interest and motivation to do well in school, academic skills, and following school and class rules.
Students showing improvement at a level between 3 and 5:
- As rated by regular classroom teachers: 12 of 20 (60 percent)
- As rated by after-school teachers: 35 of 35 (100 percent)
- As rated by student self-surveys: 43 of 43 (100 percent)
Positive values -- such as integrity, responsibility, healthy lifestyle, and social justice -- were measured by questions about making choices, standing up for beliefs, coping with stress, eating habits, cultural diversity and community involvement.
Students showing improvement at a level between 3 and 5:
- As rated by regular classroom teachers: 15 of 20 (75 percent)
- As rated by after-school teachers: 34 of 35 (98 percent)
- As rated by student self-surveys: 42 of 43 (98 percent)
Positive identity was measured by questions about self-esteem and cultural identity.
Students showing improvement at a level between 3 and 5:
- As rated by regular classroom teachers: 15 of 20 (75 percent)
- As rated by after-school teachers: 35 of 35 (100 percent)
- As rated by student self-surveys: 39 of 43 (90 percent)
Of the 43 students returning self-surveys, students rated the overall program:
- Excellent (27)
Good (13)
Fair (2)
Poor (1)
Asked whether they found their after-school program teacher helpful, students responded:
- Very much (35)
Somewhat (7)
Not at all (1)
The counseling was reported to be:
- Very helpful (33)
Somewhat helpful (5)
A little helpful (2)
Not at all helpful (3)
Surveys in Spanish and English consisting of 16 questions covering the same categories of assets outlined above, were distributed to parents, asking for the parents’ assessments of the program and of their children’s progress during the period they were enrolled. However, only five were returned. All of these responses rated the various categories with grades of A or B.
Service-learning projects for elementary school students included partnering with preschool children at a neighboring facility to play and read, a creek restoration effort, and teaching soccer to younger students.
Posted On
March 20, 2006For More Information
Resources
For a fuller discussion of the impact of homelessness on families with children, and activities that address the issue of homelessness, read The Resource Center's October 2007 Monthly Feature:
"National and Hunger Homeless Awareness Week is the Third Week in November"
Related Practices
Related sites
National Youth Development Information Center: Making a Difference in the Lives of Youth