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Service learning and student academic success.

Article Excerpt
Abstract

Service Learning has, in recent years, become a common requirement for graduation in many school districts across America. The question remains, how effective is Service Learning at enhancing student performance in the public school curriculum? This study explores the value of Service Learning in improving student academic success and compares the success of Service Learning to that of Academic Service Learning which has a more direct link between curriculum and community service.

Introduction

Academic Service Learning is an element of education that continues to grow in public and private schools across the United States. There is considerable literature on the value of Academic Service Learning for students, schools, and the community as a whole. This study explores the effect of Academic Service Learning on student academic improvement and will compare the degree of improvement to that experienced by students using a Service Learning model. Data on students who are not involved in any type of service learning will be used as a base model.

Service Learning is a strategy by which students are able to serve their community and tie their experiences to course objectives in their school curriculum. There are numerous values for students who participate in Service Learning. Studies suggest that there is an impact for students in social development, civic responsibility, and career interests (Billig, 2000). Students also develop a better understanding of the environment (Hardwood & Chang, 1999), improve their cooperation and acceptance skills in multicultural settings (Jones & Hill, 2001), and learn to perform better at problem-solving tasks (Shumer & Druckenfield, 2004). Although these impacts are important to students in developing the skills and attitudes that will make them good citizens, it is also important to consider the effect of Service Learning on their academic development and ability to meet the standards set for them (Scales & Blyth, 1997). The connection of "real life" experiences to the school curriculum should lead to more...

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