Title: 2010-11 Service-Learning Academic aTtainment Evaluation Report (SLATE) (Outside Source)
Release Date: 2011
Source: Consult For Education (Outside Source)
Abstract: Since 2008, Consult For Education has conducted a statewide evaluation for the CalServe Initiative. The primary focus of this evaluation is to report on the statewide results of academic achievement for students participating in CalServe Partnership grantee sponsored service-learning activities. The results from the 2010-11 SLATE evaluation process were consistent with the prior year's results with 88 percent of students achieving the academic content standards being delivered through the use of service-learning.
Title: 2009-10 Service-Learning Academic aTtainment Evaluation Report (SLATE) (Outside Source)
Release Date: 2010
Source: Consult For Education (Outside Source)
Abstract: In 2009-10, Consult for Education was contracted to conduct a statewide evaluation entitled the Service-Learning Academic aTainment Evaluation (SLATE) process. This evaluation built upon the 2005-06 evaluation conducted by the University of California at Berkeley (see below). The results of the 2009-10 SLATE process yielded similar results to the Berkeley evaluation. With the participation of 56 classrooms, 88 percent of students were meeting or exceeding proficiency in the state standards aligned with the projects. The study also found that during service-learning activities, students had over a 90 percent rate of attendance. These results suggest that service-learning is a successful instructional method to deliver academic content.
Title: California Service-Learning District Partnerships: Statewide Summary Report of Local Evaluations, 2005–06 (DOC; 616KB; 80pp.)
Release Date: 2007
Source: UC Berkeley Service-Learning Research and Development Center (Outside Source)
Abstract: This report presents a statewide summary of findings from California's CalServe Partnership 2005-06 local evaluation reports. Local data was collected in the areas of academic achievement and civic related outcomes. A case-study approach was used to evaluate student achievement of the content standards being delivered through 68 classroom based service-learning projects. Results indicated that 82.9 percent of the participating case-study students met or exceeded proficiency on the selected California Academic Content Standards. The local and statewide evaluation process is described and recommendations for future consideration are provided.
Title: Impacts of Service-Learning on Participating K-12 Students (Outside Source)
Release Date: 2002, updated 2005
Source: National Service-Learning Clearinghouse (Outside Source)
Abstract: The studies summarized in this article build on the research outlined in Billig's May 2000 article in Phi Delta Kappan and subsequent research updates from RMC Research in 2001 and 2005.
Title: Service-Learning
in California's Teacher Education Programs: A White Paper
Release Date: 2000
Source: UC
Berkeley Service-Learning Research and Development Center (Outside Source)
Abstract: The purpose of this white paper is
to provide a set of recommendations for advancing service-learning
in California's teacher education programs. The recommendations
are based on the findings from a three-year study conducted by
UC Berkeley's Service-Learning Research & Development Center.
This paper reports on the viability of various approaches for
advancing K-12 service-learning in teacher education, identifies
institutional barriers that hinder the advancement of service-learning
in teacher education, and describes successful approaches that
institutions have used to advance service-learning in teacher
education. The recommendations provided in this paper are intended
to inform the California Department of Education and other state
departments of education about best practices for advancing the
incorporation of service-learning in teacher education.
Title: Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning (Outside Source)
Release Date: 2001
Source: State
Education and Environment Roundtable (SEER) (Outside Source)
Abstract: This report, prepared by the State
Education and Environment Roundtable, is the story of the schools,
teachers, and students who are involved in implementing "Using
the Environment as an Integrating Context for Learning (EIC)." It presents the results of a nationwide study and describes the
major concepts and assumptions underlying EIC; describes a range
of successful EIC-based programs across the United States; identifies
the major characteristics of successful EIC programs; and analyzes
the implications of EIC-based education for student learning and
instruction.
Title: Compendium
of Assessment and Research Tools (CART) (Outside Source)
Release Date: 2001
Source: Compendium of Assessment and Research Tools (CART) (Outside Source)
Abstract: The Compendium of Assessment and Research
Tools (CART) is a database that provides information on instruments
that measure attributes associated with youth development programs.
CART includes descriptions of research instruments, tools, rubrics,
and guides and is intended to assist those who have an interest
in studying the effectiveness of service-learning, safe and drug-free
schools and communities, and other school-based youth development
activities.
Title: Service-Learning
and Community Service in K-12 Public Schools (Outside Source)
Release Date: September 1999
Source: National
Center for Education Statistics (NCES) (Outside Source)
Abstract: Service-learning, discussed here in
terms of incorporating community service experiences into students'
school work, has long been viewed as a positive education reform
option. Beginning in the 1970s, educators began paying more attention
to this teaching option, and the 1990s saw an array of initiatives
to help promote the practice. To determine how extensive the practice
is, NCES conducted the first national-level study of service-learning
in America's K-12 public schools in the spring of 1999. Analysis
of this study reveals a number of interesting results, including
the fact that roughly one-third of these schools have incorporated
service-learning to some extent and that most of the schools that
have service-learning provide teachers some sort of support to
help them integrate service into their curriculum.
Title: RPP
Executive Summary - An Evaluation of K-12 Service-Learning in
California
Release Date: July 1998
Source: California
Department of Education (CDE)
Abstract: In June 1995, CDE contracted with
RPP International to conduct an evaluation of the CalServe partnerships.
The evaluation goals were to document the potential of well-implemented
service-learning; describe the impact of service-learning on teachers
and community partners; and assess the relationship between service-learning
implementation and its impacts on students. This final report
presents findings and recommendations to help move Service-Learning
forward in the state and nation.
Title: Student Participation in Community Service Activity (Outside Source)
Publication Number:
NCES 97-331
Release Date: April 1997
Source: U.S.
Department of Education, Office of Education Research and Improvement,
National Center for Educational Statistics (Outside Source)
Abstract: This report examines data from the
1996 National Household Education Survey, Youth Civic Involvement
component, in which students in grades 6 through 12 were asked
about their participation in community service activities. Additionally,
youth were asked about some of the ways that schools might encourage
community service participation and integrate it with classroom
learning. From these data, one can examine the relationship between
community service participation and school practices, as reported
by the students. The data also provide information about how participation
in community service activities is related to student, family,
community, and school characteristics.
