Fostering+civically+engaged+youth+-+Findings+from+a+three-year+evaluation+of+Learn+and+Serve+programs+in+New+England+schools

**Fostering civically engaged youth: Findings from a three-year evaluation of** **Learn and Serve programs in New England schools** Alan Melchior, Deputy Director and Senior Fellow, Center for Youth and Communities, Brandeis University [melchior@brandeis.edu] Thomas Pineros-Shields, Research Associate, Center for Youth and Communities, Brandeis University [tshields@brandeis.edu]



**Keywords:** Learn and Serve, K-12, program quality, program outcomes, evaluation

**Track:** Civic learning outcomes for students in K-12 and higher education

**Format:** Research paper


 * Date & time: **Thursday 3:20-4:30
 * Location: **Salon 12

**Summary:** The paper reports on the findings from a three-year evaluation of Learn and Serve America-funded service-learning programs in approximately 50 schools across New England. Using a quasi-experimental design (pre/post participant and comparison group surveys), the study examined the impacts of service-learning on a range of civic, academic and social attitudes and skills, among approximately 1100 middle and high school students, with a particular focus on the relationship between program quality (as measured through student reports) and program outcomes.

The New England Learn and Serve Evaluation was designed to address four core questions: what were the impacts of participating in service-learning on program participants, on participating schools, and on participating communities and community agencies, and what could be learned from the study about "what works" in terms of effective service-learning practice. In terms of participant impacts, the study focused on civic attitudes such as civic knowledge, civic responsibility, civic efficacy, and future civic involvement, as well as civic skills ranging from research on civic issues to planning and presentation skills. The study also examined attitudes towards school and attitudes related to positive youth development, including a sense of belonging and personal efficacy.

The study contributes to our understanding of the impacts of service-learning and the role that program quality plays in promoting positive outcomes for participating youth. As such, it helps to expand our understanding of the strengths and challenges of service-learning and "what works" in helping to increase the effectiveness of service-learning programs.

**References:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Billig, S. (2000). Research on K-12 school-based service-learning: The evidence builds. //Phi Delta Kappan//, //81//(9), 658-664.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Billig, S. (2004). Heads, hearts, and hands: The research on K-12 service-learning. //Growing to greatness// (pp. 12-25). St. Paul, MN: National Youth Leadership Council.

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<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Please join the conversation about this session! To do so, please click on the "Edit" tab at the upper right, scroll back down to here, and lead the comment with your name.**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Julia: I just finished a study on meaningful service as connected with these outcomes, so I'm very interested in hearing about your findings.**