Service Learning: a National Strategy for Youth Development.

This document provides an extensive, detailed review of the quantitative research literature on you outcomes in educationally integrated Service Learning in K-12 and higher education. This review of the existing research evidence shows that Service Learning is associated with some of the same protective factors that large-scale research on adolescent development says are needed among youth, such as a sense of belonging or connection with others in school. Importantly, the research shows that Service Learning is associated with a wide array of important outcomes in youth development, including: statistically significant pre-test/post-test increases in (1) civic attitudes or citizenship, as assessed largely by a measure of social responsibility, as well as in (2) youth engagement with their communities, (4) social connection (as noted) and (4) acceptance of diversity. The data also indicate (5) no academic decrement in Service Learning and perhaps some academic improvement, and a clear association with enhanced school engagement; they also indicate, (6) under some circumstances, a reduction in risky youth behavior. More research of greater sophistication is needed, and deficiencies in the existing research are noted, but the weight of the research evidence suggests that conclusions can be drawn about these youth outcomes in Service Learning. The policy implications of these research findings are also considered and recommendations made concerning community service in education -- in terms of national, state, and local policy -- while highlighting as well important elements of effective implementation of Service Learning in education, the voluntary/mandatory distinction, links with other community and national service initiatives, and private-public partnerships and community-school partnerships that can promote Service Learning and thereby a sense of community among youth. (authors)