In 2003, 3.5 million U.S. young people ages 16–25 did not have high school diplomas and were not enrolled in school (Bridgeland, DiIulio, & Morison, 2006). The failure to graduate affects not only these individuals but also our economy, communities, and the nation. Youth who lack a high school diploma are much more likely to be unemployed, go to jail, or require government assistance. Any instructional strategy that holds promise for stemming the tide of high school dropouts deserves attention.
John M. Bridgeland, John J. DiIulio Jr., and Stuart C. Wulsin discuss the potential of one such strategy in their reportEngaged for Success: Service Learning as a Tool for High School Dropout Prevention. The authors point out that an ample body of research documents the various academic, civic, social, and personal benefits of service learning (see Jane David's "What Research Says About…" column on page 83). Although little research has directly examined the relationship between service learning and graduation rates, what we do know about the effects of service learning suggests that this approach can help keep students in school.
Real-World, Hands-On Learning
Service learning connects community service with the academic curriculum. Effective service learning programs challenge students to reflect on their service experiences through such activities as group discussions and journaling. Typical service learning projects include writing children's books about historical events and then reading them to younger students or painting a mural for the school depicting themes connected to students' learning in science class. Such activities not only promote academic learning but also can help develop students' leadership skills, teach them how to be involved citizens, and give them practice in working with others.
The report points out that service learning provides exactly the types of experiences that students and former students say they want in school. When Bridgeland, DiIulio, and Morison (2006) asked dropouts what would improve students' chances of staying in school, one of their two top responses was "Opportunities for real-world learning (internships, service learning, and so on) to make classrooms more relevant" (81 percent), tied with "Better teachers who keep classes interesting."
Young people who are still in school agree with this assessment. In a national survey of 807 high school students that the researchers conducted for Engaged for Success, respondents cited making classes interesting, relevant, and hands-on as the changes that would help them get the most out of high school. More than 75 percent of the students in the survey agreed that service learning classes are more interesting than other classes. Of those students who actually participated in service learning, 82 percent said that their feelings about attending high school became more positive as a result of their participation. Forty-five percent of the service learning students believed that service learning classes are more worthwhile than other classes; another 52 percent believed that they are equally worthwhile.
Students Want More Service Learning
Only 16 percent of all students responding to the survey—and only 8 percent of students in low-performing schools—said that their school offered service-learning classes. Yet 90 percent of black students, 83 percent of Hispanic students, and 81 percent of white students said they would definitely or probably enroll in service learning classes if their school offered them.
Students saw the benefits of service learning in promoting high school graduation: 64 percent said that service learning could have a big effect on keeping students from dropping out. When asked whether their own feelings about school would be more positive if they had more classes that incorporated service learning, 82 percent of respondents overall said yes. This figure was highest for students in low-performing schools (86 percent) and for black students (84 percent).
Recommendations
- Researchers should directly examine the relationship between service learning and dropout prevention.
- The U.S. Department of Education and state departments of education should work to increase access to service learning for every student.
- Every school district should have a service learning coordinator who helps teachers implement effective programs and who encourages students—especially those at risk of dropping out—to enroll in classes that include service learning.
To access Engaged for Success: Service Learning as a Tool for High School Dropout Prevention, go towww.civicenterprises.net/pdfs/service-learning.pdf.
Bridgeland, J. M., DiIulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts. Civic Enterprises & Peter D. Hart Research Associates.
