Taking Service-Learning to Scale

As presently configured, service-learning will not go "to scale," becoming a core education experience for every student, until advocates pursue the four growth strategies outlined in this paper. Furthermore, the first strategy cannot be successful unless the last three strategies are well implemented. Taken together, these strategies will provide critical incentives for district decision makers to broaden use of high-quality service-learning in United States schools. The four growth strategies outlined are: Convince national, state, and district policy makers to reaffirm democratic citizenship as an overarching goal of public education; Develop an appropriate system of standards, assessment, and accountability for preparing young people for civic responsibility; Persuade educational policymakers to adopt promotion and graduation requirements that include citizenship; and Set new certification standards for professionals. The author argues that these four strategies will lead to an environment that draws district leaders, teachers, administrators, and parents to service-learning. Without this environment, service-learning will remain a niche practice, wonderful for the small proportion of teachers, students, and community partners who use it but unavailable to most children and the communities in which they live. If we can support the academic goal of public education with standards, assessment, accountability, and promotional requirements, then surely we can support the civic engagement of our students with similar rigor.