Comprehensive School Reform and Service-Learning — A Potential Partnership?

A Forum — May 13, 2002

This event co-sponsored by the American Youth Policy Forum (AYPF) and the Association for Supervision and Curriculum Development (ASCD), explored the idea of compatibility between two education reform movements: comprehensive school reform (CSR) as authorized in the No Child Left Behind Act of 2002 and service-learning as authorized in the National and Community Service Trust Act of 1993. As schools wrestle with greater accountability for student achievement while preparing students to be educated citizens, the idea of combining efforts in school reform may warrant further discussion. Sarah Pearson, Program Associate, AYPF, provided an overview of a newly released report, Finding Common Ground: Service-Learning and Education Reform, A Survey of 28 Leading School Reform Models that surveyed and analyzed CSR models, ranking their level of compatibility with service-learning. Don Ernst, Director, Government Relations, ASCD shared his organization's support for linking education reform and service-learning efforts. Panelists consisting of a top researcher in the service-learning field and three CSR school reform heads, selected from school models reviewed in the report found to be "highly compatible" with service-learning, described their model's compatibility with elements of service-learning.

Quality service-learning is a method of teaching that connects standards-driven, academic studies or lesson plans to a service to the school or community. It is a powerful tool for reaching both academic and social objectives of education, and according to Pearson has the potential to reinvigorate the education reform movement by encouraging the creation of a caring community of students to improve the school's culture and positively impact the world around them. CSR models compatible with service-learning contain a number of the following key elements:

1. Flexible use of class time such as block scheduling which provides longer class periods.
2. Opportunities for students to apply their knowledge and skills to real-life situations, problems, or projects.
3. Address local community issues.
4. Include objectives for developing civic skills and competencies.
5. Allow students to play a role in planning curricular activities.
6. Allow teachers to use a variety of learning materials other than textbooks.
7. Allow teachers to use alternative teaching strategies.
8. Instructional methods include project-based learning.
9. Allow teachers to use interdisciplinary team teaching and/or experiential learning methods.
10. Alternative assessments allowed or encouraged.
11. Address school or district policies regarding students ability to leave school for outside learning activities.
12. Provide time for guided student reflection - class discussions, dialogs, journal writing.

Shelley H. Billig, Vice President, RMC Corporation, a service-learning researcher and co-editor of the recently released report Service-Learning-The Essence of the Pedagogy , presented an overview of what she feels is needed to create quality service-learning: 1) A clear identity and a set of standard practices including criteria for quality practice. According to Billig, although standard practices are difficult to achieve because service-learning means different things to different people, it is commonly agreed that service-learning demonstrates a linkage between service to the community and academics-tied to curricular objectives or standards-along with planned reflection regarding the service activity. 2) Intentionality. "If you don't have a particular outcome in mind, you won't achieve it," said Billig. To create quality service-learning, an educator should intentionally link lesson plans or academic studies to a particular service project in mind. 3) Strong leadership, a sound organizational structure, and professional development activities. Using the CSR models has the important added benefit in that the models require a high level of commitment from school staff. A supportive district or school leader is key to the successful adoption, implementation, and institutionalization of service-learning within a school. Additionally, while teachers function as facilitators and students take on active roles in their own learning, Billig emphasized that the learning experience is mediated by trained instructors. It is these mediated experiences that develop young people's complex thinking skills and lead to the most positive outcomes. CSR models also provide three to four times the professional development of the average school. 4) A cumulative foundation of research demonstrating that the desired results can be achieved. Studies of service-learning have pointed toward favorable results for young people, such as increased academic achievement, higher test scores, increased college attendance, avoidance of risky behaviors, reductions in school violence and a variety of interpersonal outcomes. However, "Service-learning suffers from too little evaluation, evaluators asking the wrong questions and using the wrong methods, and over-claiming results," said Billig. She urged service-learning practitioners to make all their conclusions based on data, to capture more than anecdotes, and be willing to admit some limitations of service-learning. She also called for more funding for service-learning research and a level of attention to service-learning in keeping with its existence in over a third of all U.S. public schools and up to half of all high schools.

Hudi Podolsky, Executive Director, Coalition of Essential Schools (CES) sees service-learning as a way to help young people think and work through problems to develop solutions-a skill that translates well to the workforce. From a corporate perspective, America needs to create a diverse workforce of problem solvers who are comfortable with uncertainty, thinking creatively, working in teams, and not expecting answers to always be provided. The CES model supports and is compatible with service-learning in that it encourages flexible and in-depth learning experiences through: extended blocks of time/class periods; allows for real-life application of knowledge and skills through exhibition of student knowledge in front of their family and community; encourages a sustained and meaningful interactive relationship with those in the school community; promotes project-based learning and authentic application; encourages student involvement in curricular planning; and more. In CES, each academic discipline is approached as a means through which real world questions can be answered.

Susan Kovalik, President, Integrated Thematic Instruction (ITI) explained that the ITI model was originally designed for gifted and talented students. Through introduction to scientific brain research on how the brain learns and processes information, Kovalik realized that all students could benefit from instruction similar to what is done for gifted and talented children and youth. Kovalik finds service-learning to be a teaching methodology highly compatible with her instructional model. ITI curriculum encourages in-depth study of community issues and planned action, often a service-learning project. In ITI, hands-on experiences occur as students begin to develop a new area of knowledge. In this way, children develop a common language and basis for learning.

Greg Farrell, President, Expeditionary Learning Outward Bound (ELOB), described his school model as one that places an emphasis on learning by doing, providing real-world learning experiences, or experiential learning, and exposing students to lessons that they would not receive if they stayed in the classroom. ELOB emphasizes an ethic of service and caring for others, focusing students on thinking beyond getting themselves through a difficult expedition, to getting the whole group through. In ELOB expeditions, the instructor steps back until the end of an expedition, allowing students to be in charge. Students on an ELOB expedition are "crew not passengers." All team members prepare themselves to come to the aid of another when needed. Learning expeditions are three to six-month long, hands-on studies of topics such as the Civil Rights Movement, water quality, or the scientific revolution. ELOB "helps young people to find the thing that brings them joy and passion, and then pursue that interest to a level of mastery."

Audience members asked (1) how does service-learning work with students who are not from the communities in which service is taking place? and (2) how can service-learning be an effective intervention in school systems already dealing with tensions between racial and ethnic groups? Panelists suggested that service-learning creates a new community of service within the school and community through an expedition or site visit that transcends neighborhood and ethnic boundaries. Service may be used to better introduce faculty and young people to different neighborhoods as well as introducing students to resources available in the school neighborhood with which they may be unfamiliar. The concept of service is to build on rich experiences that children bring to the classroom. In challenging urban settings, the recommendation was to work with the existing building culture first, develop rapport, get used to the strengths and challenges in the building and then work in service-learning. One audience member cautioned that, as with many reform efforts, service-learning will not solve all school challenges and should not be imposed on a school that is not ready.

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