| Source: RMC Research Corporation, May 2007 | ||||||||||||||||||||||||||||||||||||||
| For additional resources on this and other service-learning topics visit the National Service-Learning Clearinghouse Website at http://www.servicelearning.org. | ||||||||||||||||||||||||||||||||||||||
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| Several new studies have recently been completed that illuminate the characteristics of service-learning practice most closely associated with student outcomes. These studies, conducted with different populations and examining multiple kinds of service-learning programs and approaches, have relatively consistent findings. The studies are summarized below, and a link to the full study is provided. | ||||||||||||||||||||||||||||||||||||||
 | The Impact of Participation in Service-Learning on High School Students' Academic and Civic Participation – Shelley H. Billig, Susan Root & Daniel Jesse, RMC Research | |||||||||||||||||||||||||||||||||||||
| This study compared more than 2,400 high school students who participated in service-learning programs with those who did not participate in schools matched for similar demographics and student achievement profiles. The intention was to estimate the effects of service-learning compared to more traditional ways of teaching similar subject areas. The outcomes measured ranged from civic knowledge, behaviors, and dispositions to school engagement factors, such as attachment to school and enjoyment of coursework, that generally predict academic success. Students came from sites in the Southeast, North Central, and Western parts of the United States . More than half of the students in the sample were Latino/Hispanic. | ||||||||||||||||||||||||||||||||||||||
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Overall outcomes. Although service-learning students scored higher than comparison students on several outcomes—and were significantly more likely to say that they intended to vote, that they enjoyed school and/or specific subject matters, and that they acquired more civic knowledge related to government and community—most of the differences were not statistically significant. The study specifically suggests that service-learning is effective when it is implemented well, but it is no more effective than conventional social studies classes when the conditions are not optimal. Wide range in practice. Even though the sites were selected for quality, there was a wide range in the quality of the service-learning practice. According to students, most service-learning experiences "often" included having real responsibilities, engaging in challenging tasks, making important decisions, and having freedom to develop and use one's own ideas. However, only "sometimes" did students discuss their experiences with teachers, and students averaged between "sometimes" and "often" feeling like they made a different. Students also reported that they "sometimes" felt criticized by adults during their experiences. Students' perceptions of skill acquisition. A large percentage (67%) of students reported that they gained job skills and work experience through their participation in service-learning. Half said they learned about careers and about a third mentioned that they acquired reading, writing, and computer skills. There were statistically significant differences in the skills perceived to be acquired based on the content of the program. Attributes associated with highest outcomes. There were additional significant and substantial differences in outcomes among the various service-learning programs in the study. Those with the highest student ratings on quality attributes also had the highest impacts across academic and civic measures. In particular, the following characteristics were significantly related to outcomes:
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| Variation in quality. Areas of quality with the largest variation in schools were whether students had challenging tasks; made important decisions; had freedom to develop and use their own ideas; and had real responsibilities. There were also statistically significant differences in whether students felt criticized by adults. Content coverage. Service-learning teachers covered as much content as non service-learning teachers and students gained as much knowledge. Thus it appears that schools need not sacrifice factual knowledge if they choose to employ service-learning. The study showed that coverage was significantly related to valuing school, enjoyment of subject matters, civic knowledge, civic dispositions, civic engagement, and efficacy. Active instructional strategy patterns. Teachers that did not use service-learning were almost as likely as those that did to use "active" instructional techniques. Thus, based on this study, it does not appear that service-learning competes against passive, lecture-style classes. Instead, it competes against mixed forms of instruction that include student projects, presentations, debates, and field trips. Use of active instruction was significantly related to enjoyment of subject matters, all civic measures and especially dispositions, and school attachment. The study found that the use of active teaching techniques was most beneficial for student outcomes, and service-learning conferred small but significant additional benefits over other active pedagogies. For more information, visit www.rmcdenver.com. |
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| Youth Helping America – Kimberly Spring , Corporation for National and Community Service | |||||||||||||||||||||||||||||||||||||
| This study tested the extent to which several components of service-learning quality were associated with student impacts. Researchers constructed a quality index comprised of three elements: reflection; student participation in project planning; and duration of a semester or more. The study sample was comprised of 3,178 Americans between the ages of 12 and 18 who were surveyed by telephone about their civic engagement attitudes and behaviors, volunteering habits, and experiences with service-learning. The number and type of quality experiences were correlated to outcomes in the areas of civic engagement. Participation. High school students were more likely than middle school students to participate in school-based service-learning, and students in private schools were more likely than students in public schools to participate in service-learning. Students with higher grade point averages were also more likely than those with lower grate point averages to participate in service-learning. Quality. Private school students were more likely to participate in service-learning experiences that featured reflection, planning and service that lasted more than a semester than public school students. Students with higher grade point averages also were more likely to participate in higher quality service-learning programs. Students from affluent families were also more likely to participate in high quality service-learning programs than those from low-income families. Impact. Students who participate in programs that featured the most quality components were "three times as likely to believe they can make a great deal of difference in their community than youth who participated in school-based service without any of the quality elements of service-learning" (p. 3), were more likely to say they would volunteer in the coming year, were more interested in world events, and were more likely to talk with their friends and family about politics. In general, the more quality elements in a service-learning experience, the higher the outcomes, no matter what the socioeconomic background or grade level of the participant. For the full report, go to www.nationalservice.gov. |
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Service-Learning and Transitioning to Adulthood – Suzanne Martin, Harris Interactive | |||||||||||||||||||||||||||||||||||||
| This study examines the extent to which service-learning helps to ease the “transition to adulthood”. A nationally representative sample of 3,125 adults, ages 18-28, was surveyed by telephone. They were asked a series of questions to discern their experiences in provision of service and participation in service-learning. Service-learning was defined as service with a reflection component. Service-only was defined as the provision of service with no reflection. Service-learning v. service-only v. no service conditions were compared. Additional data were collected in focus groups with high school juniors and seniors currently engaged in service-learning activities and with service-learning alumni, ages 18-24. Participation. Results showed that about 28% of the respondents in the telephone survey had participated in service-learning during the time they were in grades K-12. Most of these youth participated in service-learning while in school (26%) or in a community-based organization (12%). More than half participated in service-learning because it was a school requirement. Those from urban sites were twice as likely to take part in service-learning as rural students. Impact.
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| Additional resources: | |||||||||||||||||||||||||||||||||||||
| Service-Learning Quality Review: www.rmcdenver.com and click on SLQR or service-learning quality review. This is a self-assessment tool with the Essential Elements, the research base, and guidance for improvement. Service-Learning Quality and Sustainability Index. This can be accessed through your State Learn and Serve Director and tracks progress on quality and sustainability indicators over three years, aggregating to the district, state, and national levels. |
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| Suggested citation for this document: | ||||||||||||||||||||||||||||||||||||||
| RMC Research Corporation. Improving Outcomes for K-12 Service Learning Participants. Scotts Valley, CA: National Service-Learning Clearinghouse, 2007. http://servicelearning.org/instant_info/fact_sheets/k-12_facts/improving_outcomes/expanded.php |
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| © 2007 Learn and Serve America’s National Service-Learning Clearinghouse. Photocopying for nonprofit educational purposes is permitted. | ||||||||||||||||||||||||||||||||||||||
