Policy: K-12 Service-Learning

Source: RMC Research Corporation, May 2007.

As service-learning continues to become more prevalent, states are adopting policies that both support and regulate its practice. Some states address issues of mandatory service while others focus on transportation, safety, and alignment with state standards. Samples of policies include:

• The incorporation of service-learning into state education standards and graduation requirements;
• The distribution of funds received from the federal government for service-learning programs; and
• The development of guidelines for local school boards that are implementing service-learning programs.

Overview of state policies on service-learning

A 50-state policy scan conducted by the Education Commission of the States in March 2001 found that:

• Seven states (AR, CT, DE, MN, OK, RI, WI) permit community service or service-learning activities to be applied toward high school graduation requirements.
• One state (MD) includes service-learning as a requirement for high school graduation.
• Eight states (AR, CA, GA, ID, IL, LA, MT, UT) have policies regarding rules, regulations, and the creation or purpose of programs related to service-learning.
• Ten states (CA, CT, FL, IN, MI, MS, NC, SC, TN, TX) plus the District of Columbia encourage the use of service-learning as a mechanism for increasing student achievement and engagement.
• Six states (ID, MI, MN, NJ, NM, VT) include service-learning in the state's education standards.
• Six states (MA, MN, MS, NJ, NM, VT) have policies regarding the authorization of funding appropriations and the creation of service-learning activities and programs.
• Twenty-three states have no mention of service-learning in any state policy.

(Source: Education Commission of the States, "Service-Learning Policy Scan," available online at www.ecs.org)

All 50 states receive funds from the Corporation for National and Community Service to implement service-learning programs (Learn and Serve America) through their State Departments of Education.

In addition, the State Education Agency K-12 Service-Learning Network (SEANet) supports the work of State Departments of Education staff and directors from the 50 states and the U.S. territories responsible for the ongoing management and implementation of statewide service-learning programs. Information on SEANet is available online at www.seanetonline.org.

Examples of recent state policies

Recent policies adopted by some states demonstrate the importance and expansion of service-learning as an educational practice. For example:

• The Illinois General Assembly recently created the Community Service Education Act establishing the Community Service Education Program with voluntary district participation. Each district maintaining such a program must employ a Director of Community Service Education, who will be responsible for all aspects of the district's community service education program. The legislation was approved by the Governor on June 22, 2006.
  http://www.ilga.gov/legislation/publicacts/fulltext.asp?name=094-0904
  Title: Public Act 094-0904, HB. 4832 enrolled
• The Colorado General Assembly, as of May 2006, requires each school district to adopt a policy whereby a student may earn a certificate of community service reflected on the student's high school diploma; specifies the minimum contents of a policy to award certificates; identifies examples of community service that may/may not qualify a student receiving a certificate.
  http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont3/
  EC9C67F8DD2F13F78725709A005E7DC3?Open&file=1121_enr.pdf
  Title: H.B. 06-1121
• A bill signed by the Governor of Missouri in June 2004 directs the State Board of Education to provide any assistance needed to school districts in adopting service-learning programs and projects. Service-learning may be included as part of any course contributing to the satisfaction of credits necessary for high school graduation and also as an instructional strategy at any grade level to address appropriate areas of current state educational standards.
  http://www.senate.mo.gov/04info/bills/sb945.htm
  Title: SB 945, Section 170.037
• In Iowa, as of April 2003, local school boards may require service-learning units for a service-learning endorsement on a high school diploma or as a condition for graduation according to legislation passed by the Iowa General Assembly.
  http://www.legis.state.ia.us/GA/80GA/Legislation/HF/00100/HF00180/Current.html
  Title: H.F. 180

(Source: Education Commission of the States, "Recent State Policies/Activities: Service-Learning and Community Service," available online at http://www.ecs.org/ecs/ecscat.nsf/WebTopicView?OpenView&RestrictToCategory=
Service+Learning/Community+Service ).

District policies

Service-learning policies at the district level are becoming more common. In addition to adopting service-learning as part of high school graduation requirements and aligning service-learning with content standards, there are now schools in some districts that have a service-learning focus. To highlight the importance of service-learning at the district level, 44 school district leaders across the country were selected to be members of the 100 District Leaders for Citizenship and Service-Learning Network by the Education Commission of the State's National Center for Learning and Citizenship in March 2006. The remaining 56 Network leaders will be selected in fall 2006. The network members will deepen citizenship education and service-learning in their districts, states, and throughout the nation by writing articles, conducting workshops at state and national conferences, and hosting policy forums. More information on this initiative can be found at http://www.ecs.org/ecsmain.asp?page=/html/ProjectsPartners/nclc/nclc_main.htm.

Recent examples of district level service-learning policies include the Monterey Peninsula Unified School District 's Strategic Plan for 2003-2008. As part of the plan, the district encourages community service and volunteerism at all grade levels and seeks to expand service-learning programs for increasing student involvement in the community.

In the Chicago Public Schools, service-learning is seen as an educational strategy to enhance social and academic learning while developing character and citizenship skills. Students must complete a minimum of 40 hours of service between 9th and 12th grade in order to graduate. The district added a requirement in 2004-2005 that all sophomores must complete a minimum of 20 hours of service in order to be promoted to junior status. Additionally, students must spend time preparing for and reflecting on their service-learning experience. Students can fulfill the graduation requirement through classroom-based projects, after-school projects, or individual projects. Each school has at least one training Service-Learning Coach whose responsibility it is to develop project opportunities for and with students. Teachers also play at important role in developing classroom-based service experiences that are linked to curriculum and standards. Guidelines and more information can be found at http://servicelearning.cps.k12.il.us/Guidelines.html.

The Oregon City School District is opening a new service-learning charter high school in fall 2006. The mission of the Oregon City Service Learning Academy (OCSLA) is to empower students in grades 9-12 to make positive transitions to school, life, and community by gaining competence in core academic and life skills. OCSLA aims to connect students to resources and equip them for post-secondary education and employment through service-learning. The school will eventually serve 100 high school students. Visit the school's Web site at http://www.orecity.k12.or.us/schools/oregon_city_service_learning_academy.

Conclusions

The development of state and district policies serve to legitimize the practice of service-learning as a key component of K-12 education. These policies also provide mechanisms for stable funding and development of guidelines for service-learning programs at the local school level. As such, they are an important factor in the institutionalization and sustainability of K-12 school-based service-learning.

Resources on K-12 service-learning policies

Corporation for National and Community Service
1201 New York Avenue, NW
Washington, DC 20525
(202) 606-5000
www.nationalservice.gov
www.learnandserve.gov

Education Commission of the States
700 Broadway, Suite 1200
Denver, CO 80203
(303) 299-3600
www.ecs.org

The National Service-Learning Partnership
at the Academy for Educational Development (AED)
100 Fifth Avenue
New York, NY 10011
Tel: (212) 367-4570
nslp.convio.net

State Education Agency K-12 Service-Learning Network (SEANet)
at the Academy for Education Development (AED)
1825 Connecticut Avenue, NW, 10th Fl.
Washington, DC 20009
Tel: (202) 884-8098
www.seanetonline.org

The National Youth Leadership Council's "Growing to Greatness: The State of Service-Learning" publications include information on state service-learning activities and policies. The publication series, which began in 2002, can be found at:
www.nylc.org/growing-greatness-state-service-learning

© 2007 Learn and Serve America's National Service-Learning Clearinghouse.
Photocopying for nonprofit educational purposes is permitted.