This is a reprint of an article that originally appeared in 2010’s Growing to Greatness, an annual report on the state of service-learning from NYLC. The article was originally written by James Kielsmeier, Founder of NYLC.
Service-learning has been used to describe a wide range of activities that involve some mix of students and contribution to community. Skeptics denounce service-learning as an add-on burden that strays from schools’ core mission to educate, while others point to the academic benefits of this way of teaching and learning.
While the cooperative development of service-learning has been a great strength in building a wide movement, the path forward for service-learning must bring clarity and balance. The hyphen in service-learning is symbolic of the equal relationship between the twin concepts that form this powerful idea: carefully tying academic objectives to meaningful service enriches both student learning and communities. To refresh and realize the compelling vision for service-learning we must temper this balance by deepening the connections to relevant and vital learning while continuing to expand practice.
With a supportive public policy, a well-developed research base, and an expanding set of tools and resources, tremendous opportunity for growth exists. When young people bring the power of their hearts, minds, and hands to bear on the pressing issues in their world, the result is authentic learning, engaged students and community members, and stronger communities.
Everybody can be great, because
everybody can serve.
—Dr. Martin Luther King Jr.
Despite the thousands of strong examples of service-learning that take place in schools across the United States, it hasn’t captured the imaginations of schools and the public in the way that those of us who are its strongest advocates envision. As we discussed in depth in last year’s edition of Growing to Greatness, the percentage of schools engaged in the pedagogy of service-learning has fallen to 24 percent, while the number of schools engaging students in community service has continued a slow but steady rise to 68 percent. As service-learning supporters demonstrate in their communities every year through their own activities, service is important.
Under the leadership of Barack and Michelle Obama, the White House has raised national service up as a responsibility of citizenship. Within President Obama’s first 100 days in office, Congress passed the Edward M. Kennedy Serve America Act, with broad support from Republicans and Democrats alike. This act has much for us to celebrate: It calls for high-quality service-learning practice and curriculum that is rooted in evidence-based standards and encourages ongoing professional development. A new Summer of Service program for middle and high school students offers educational benefits for young people who participate. The law also creates new Youth Engagement Zones for school and community programs in neighborhoods with the most need, and funds an extensive longitudinal study on the impact of service-learning on achievement.
Unfortunately, federal funding for service-learning through Learn and Serve America has remained flat and, in real terms, declined over the past decade. Additionally, Learn and Serve America’s focus has leaned strongly toward the service and volunteering side of the service-learning equation, with few connections to the U.S. Department of Education. For service-learning to advance it must extend its platform beyond valued relationships with Learn and Serve and the Corporation for National and Community Service.
We know the difference this kind of learning makes. We all know. We’ve seen it.
We know that students become more engaged in what they’re learning and
more aware of the world around them. We know that their writing and critical
thinking skills improve, and so do their GPAs.
—Michelle Obama
As I proposed in 2009 at the National Service-Learning Conference in Nashville, the following steps would solidify the movement and bring service-learning to its rightful place in the education agenda. The timing is of particular interest as the Elementary and Secondary Education Act is being considered for reauthorization:
Remember that quality matters
Service-learning will not see the outcomes we claim for students without fidelity to best practice standards. In Obama’s service agenda, he cites the need to “develop national guidelines for service-learning and give schools better tools both to develop programs and to document student experience.” The K-12 Service-Learning Standards for Quality Practice published in 2008 by NYLC helps meet this need.
Support service-learning professional development and teacher education
Ongoing, systemic professional development is key to successful classroom and school reform, as well as increased student achievement. Teacher preparation must include a focus on high quality service-learning practices.
Push for accountability, outcomes, and evidence
President Obama has called for measurable results in education. Service-learning can and should demonstrate credible principles and practices through evaluation. Higher education can be our partner on this front. A system for measuring youth contributions must be developed as a counterpoint to the usual deficiency-oriented measurement systems.
Engage the disengaged
Service-learning is a strategy for engaged learning that has proven successful among the most disengaged students and least successful schools, particularly those in urban communities. Service-learning can play a significant role in school improvement if infused and advanced in these communities.
Break through “glass floors” and “silos”
The belief that service-learning is not appropriate for younger students must change. The fact that students in low-income schools are offered fewer opportunities for service-learning ignores unique benefits of this pedagogy and fails a generation of students. And service projects that disregard the genuine needs and desires of service recipients and other partners risk dividing rather than uniting school and community. Service-learning is a practice for all ages in all disciplines. We must forge new connections among non-formal education, youth development groups, and higher education, as we strengthen our partnerships with community education and charter schools.
Cross the federal service/education divide
We must make every effort to link the U.S. Department of Education and the Corporation for National and Community Service in shared goals that enhance quality teaching and learning through service-learning. Other departments such as Agriculture, the Interior, and Homeland Security should consider establishing youth engagement offices.
In short, the federal legislation is just the beginning. Our goal should be to reach every student, every year—from kindergarten through college—with opportunities for service-learning. This universal vision calls because, at heart, service-learning that connects real learning to meaningful contributions from students is simply good teaching.
With these steps in mind, Growing to Greatness this year gathers thinking on two themes: teacher quality and breaking down barriers.
Improving Teacher Quality
We know that teacher quality is among the strongest predictors of student success, and so we need to help teachers doing service-learning raise the level of their practice. We look at professional development for educators at every level of practice: from teacher candidates in our schools of education, to experienced teachers in schools looking to improve their practice, to administrators who want to encourage service-learning across their schools and districts.
Breaking Down Barriers
The other key to reaching our goal is moving beyond the barriers that exclude students from opportunities to engage in service-learning. Whether age, socioeconomic status, family situations, or other perceived obstacles prevent schools from doing service-learning, we collect the latest thinking on methods to expand partnerships and participation. Whether it is through national service as a gateway for low-income individuals to make educational gains, the potential of parents as community partners for schools, or reorienting our perceptions of youth contribution, we seek to inspire creative practices that build new bridges.
This is the moment to strengthen the L in service-learning. Our message should be that service-learning is a way of teaching and learning across the disciplines that, if done well, will improve education at all levels for all children.
The real turning point for the service-learning movement and education reform is in our collective hands, and the time to act is now.
Although this article was written over 13 years ago, the principles still remain the same. NYLC continues to work to bring service-learning to its rightful place in the national education agenda. Join us as we advocate for a dramatic increase in service-learning opportunities for K-12 students through the Coalition for Service-Learning. And engage in our opportunities to raise your level of service-learning practice: attend The National Service-Learning Conference, join our Community of Practice, and schedule a free consultation with one of our experts to learn more about how we can support the important work you are already doing in schools and communities across the world!
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