What's The Future of Service-Learning in Education Reform

A Roundtable Discussion  — March 14, 2001

For nearly 10 years, teachers and education leaders in states and local school districts have linked service-learning with efforts to improve education by integrating it into the core curriculum and education reform. Integrating service-learning into the academic curriculum of school has not been easy. Pressure by the public and by policymakers has shifted the focus of schools to meet the demands of high-stakes testing and standards-based curriculum as a way to measure student achievement. Despite these challenges, teachers and school administrators, committed to educating well-rounded, community-minded youth have successfully used service-learning as a teaching strategy/method within many ESEA (Elementary and Secondary Education Act) programs, such as Title I, Title IV Safe and Drug Free Schools, and Character Education. Service-learning is considered by some educators as a practical way to give rich, standards-driven academic instruction while introducing civic engagement into the lives of young people, preparing at-risk youth and, indeed, all youth to be productive members of society.

On March 14, 2001 education policymakers, service-learning practitioners and advocates gathered to hear a guest panel discuss and share their experience with initiatives designed to integrate service-learning into district and classroom level practices. One panelist prepared comments on research that provide evidence that service-learning can have positive academic and youth development results.

Panel members led the discussion by responding to questions focusing on: 1) service-learning’s compatibility within [the current] standards-based education environment, 2) supports that are needed by teachers and administrators to successfully integrate service-learning into schools, 3) how current national education policies support or hinder the integration of service-learning into the academic curriculum, 4) what states can do to support and facilitate the use of service-learning in schools, and 5) what roles the Corporation for National Service and the U.S. Department of Education should take on to promote a closer connection and coordination of K-12 Learn and Serve programs and educational reform initiatives, and promote service-learning as a strategy for programs supported by ESEA?

In responding to the first question concerning whether service learning is compatible within the current standards-based education environment, all of the panelist agreed that service learning as teaching and learning strategy is in fact compatible with standards-based education. Many states, receiving Learn and Serve America funds from K-12 service learning have developed materials connecting service learning as a strategy to achieve state standards. Shelley H. Billig, Ph.D., Vice President and Researcher, RMC Research Corporation, asserted that much about what we know about service-learning’s impacts is indeed compatible with a standards-based curriculum. According to Dr. Billig, we still need to do more and better research to really expand the use of service-learning. Through her evaluation and examination of education and youth development research, Billig has found that there is a growing body of evidence on the impact of service-learning on students. Although, this evidence does not specifically focus on academic achievement, it does suggest impacts on "higher order thinking skills" such as critical thinking, decision making and problem solving. Dr. Billig suggested that service-learning practitioners and advocates look at other areas to show the impact of service-learning. For example, there is a robust body of evidence in the prevention field that shows that students involved in service-learning are more likely to feel connected to their community and more resilient. There have also been positive results in the school-to-career and generic employment readiness areas. Dr. Billig stressed that in order to expand the use of service-learning in schools nationwide, we need more and better research to show impacts.

Although the research on service-learning needs to improve, many school districts and individual teachers have moved to provide students with integrated service-learning experiences. Kenneth Holdsman, Service-Learning Director, School District of Philadelphia, described how his school district is working to develop the infrastructure to allow all students to have an integrated service-learning experience through a district-wide citizenship requirement. Holdsman explained that as students engage in service-learning activities as part of fulfilling this requirement they also meet academic standards for social studies and other content areas such English. Mr. Holdsman suggests that service-learning provides tangible entry points to help students accomplish academic goals and meet standards. He offered a warning about establishing requirements for service-learning as a way to expand its use, because, as he explained, too often school districts will establish an hourly requirement, which does not integrate service with core academics. Philadelphia has connected service-learning to its citizenship requirement. This is also a project requirement where service-learning is the strategy -- not an activity that logs in hours.

John Kounas, Legislative Fellow in the office of Senator Charles E. Grassley and former high school teacher, used service-learning as a way to make the subjects he was teaching more relevant to his students and more interesting. It was clear to him that students were more engaged and were developing the critical skills mentioned by Dr. Billig, as well achieving the academic goals. Kounas believes that often teachers are discouraged from using service-learning because of the difficulty in measuring what skills students have learned. In order to get more teachers use service-learning, they must have opportunities to learn how to use service-learning and understand the connections to the curriculum. As in any education reform effort, teachers need opportunities-- supported by district and state polices -- for professional development. Dr. Billig pointed out that teachers also need to see models of best practices in service-learning and to understand how it relates to best practice in various education programs. For example, a reading teacher must see and understand how quality service-learning fits with quality reading development strategies. Mr. Kounas agreed that teachers need to understand service-learning as pedagogy and need to see it action.

Policies that support and encourage service-learning will also help to expand its use. Dr. Billig believes that state policies should be written to encourage institutionalization of service-learning at the district level. She defined one indicator of institutionalization as including service-learning professional development and support in the district budget as a regular line item. It was suggested by some of the panel members that national policy had lagged behind some school districts and states. A recent survey conducted by Roper Starch Worldwide on what Americans want from schools showed that communities expect schools [public education] to help students develop the kinds of values and skills that service learning experiences deliver. This demand is not being fully met by funding support or policies at the national level. One example is the Learn and Serve America (a national program of the Corporation for National Service), which provides funding to nearly every state for K-12 service learning. Over the past six years it has continued to receive flat level funding while other service programs have been increased.

There was some discussion about whether service-learning should be a program administered by the U.S. Department of Education. Jane Oates, Senior Education Advisor, with the office of Senator Edward M. Kennedy, strongly advised against that idea. Especially under the current desire by the administration and U.S. Department officials to move education funding into a block grant approach. Service-learning would probably be subsumed into large education programs in one education block grant to states. Ms. Oates suggested to increase funding and support for service-learning, on the national level, the field needs to become more strategic and institute a grassroots effort. This should involve teachers, students and parents writing letters to their Representatives about service-learning and providing details about outcomes for students, schools, and communities. They should invite their congressional member to visit their school or community to see service-learning in action. States too, can provide support in a variety of ways. Mr. Holdsman told of the support his and other school districts receive from the Pennsylvania Department of Education. The Learn and Serve coordinator in Pennsylvania oversees other programs in the Department (as is true most other states). Understanding how service learning is a strategy for other education and youth development programs, she has placed favorable and service learning compatible language in the requests for proposals for other Dept of Education programs. The state has also continued to support a cadre of service learning teacher leaders around the state. (A small cadre of service learning teacher leaders was initially developed through a private foundation grant nearly 15 years ago.) These teacher leaders are available to assist other teachers using service learning. Ms. Oates felt that these types of networks are important to help teachers. They connect teachers with other teachers who can provide concrete advice on daily issues. She also thought it was important for states and school districts to encourage and support elementary and middle school teachers talking with high school teachers to begin to break down the "silo" approach to teaching in secondary schools.

American Youth Policy Forum   1836 Jefferson Place NW,  Washington DC 20036
Telephone 202-775-9731      |      Fax 202-775-9733      |     Email aypf@aypf.org