Sizing Up the Opportunities Service-Learning and the No Child Left Behind Act of 2001 Shelley H....
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Sizing Up the Opportunities
Service-Learning and the No Child Left Behind Act of 2001
Shelley H. Billig, Ph.D
RMC Research, Denver CO
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The Act
No Child Left Behind reauthorizes the Elementary and Secondary Schools Act (ESEA)
Provides about 5% of all education funds in the U.S.
Embeds a 12 year lifespan though will be revisited legislatively in 2006.
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NCLB Emphases
Accountability Increased academic achievement Standards Scientifically based evidence of
success Accountability!!
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Title I Part A
Part A: Funds for economically disadvantaged youth;
Service-learning is an allowable use of funds IF it is linked to academic achievement.
Example: Georgia– Issues: territoriality and “making the case”.
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Title I Part C
Funds for migrant education: can be used for program delivery during the school year or summer school;
Example: Colorado Issues: lack of awareness, entry/exit of
students.
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Title I: Part H
Part H: School Dropout Prevention – allows counseling and mentoring for at-risk students. Schools can implement service-learning programs that include tutoring, peer counseling, cooperative learning, and other similar approaches.
Example: Kansas Issues: student voice, teacher training, and
transportation.
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Title III
Limited English Proficient and Immigrant Students—eligible entities may receive funds for “implementing applied learning activities such as service-learning”;
Example: Texas Issues: state policies surrounding ELL
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Title IV
21st Century Schools programs – may use funds for service-learning or community service to rebuild safe and healthy neighborhoods and increase students’ sense of responsibility;
Safe and Drug Free Schools – may be used to prevent risk behaviors;– May use funds for mentoring, including programs that
include service and service-learningExamples: Texas, California, Nebraska, UtahIssues: competitive funding; need for data
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Title V
Innovative programs– may include community service programs and service-learning activities;
Character Education programs– service-learning in use in NY, PA, CA, others;
Gifted and Talented programs - establish and operate model projects and exemplary programs including service-learning.
Examples: New York; Pennsylvania Issues: evaluation; sparse funding.
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Title VII
Funds for Indian, Native Hawaiian, Native Alaskan Education – for mentoring, training, and apprenticeship programs that may include service-learning.
Examples: Hawaii; Montana Issues: professional development
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Profile of Linkages Between Service-Learning and NCLB Programs
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Title I Title IC Title III Title IV Title V Title VII All federalprograms
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NCLB Coordinators’ Familiarity with Service-Learning (Those with Linked Programs in the State)
85%
15%
Familiar
Not very familiar
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Title Coordinators’ Views of SL
63%
22%
5%
5% 5%
Academic, civic, andsocial-emotional outcomespromoted
Academic and civicoutcomes promoted
Academic and social-emotional outcomespromoted
Civic and social emotionaloutcomes promoted
Civic outcomes promoted
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State Policy Supports for SL
22%
14%
62%
2%
Strong support
Moderate support
No support
Don't know
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District Funding for Service-Learning: Average Across States
17%
64%
17%2%
Most districts
Some districts
None
Don't know
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NCLB Challenges
Accountability: how coordinators define this will open or limit opportunities for service-learning;
Scientifically-based evidence of success is needed – either academic success or reduction of risk or other valued outcomes;
Quality counts; Relationships count.
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Challenges Reveal by SL Survey Respondents
Funding; Emphasis on standards and testing; Lack of time; Lack of conceptual understanding;
and Lack of or conflicting state policies.
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Keys to Success
Must be “best” or “promising” practice – eventually meet criteria for scientifically-based best practice.
Can be used to fund professional development, if linked to Title program.
Can be used to fund coordinators, materials, transportation if linked to program design and goals.
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Survey Respondents: Facilitators of Progress
Financial support; State “culture of service”; Strong community partnerships; Professional development opportunities
and understanding of service-learning among administrators and teachers;
Individual district or school champions;
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Facilitators of Progress (continued)
Link to content standards; State-supplied tangible resources such as
curriculum projects; Strong state level team familiar with
service-learning; State conferences with sl presentations;
and Ability to show “legal” links.
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Training Needs
Learning about best practices for high quality service-learning specifically for academic achievement;
Learning about how to use service-learning for specific Title purposes;
Developing strategies to help coordinators become aware;
Evaluation appropriate to Title programs; and
Information on outcomes.
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What Next?
Awareness needs; Motivation to adopt; Implementing best practices; Evaluation.
– Tools are available;– Professional development is available;– Data are available…Advocacy and a strategic plan are needed.
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Resources
National Service-Learning Clearinghouse - www.nslc.org;
National Service-Learning Partnership - www.nslp.org;
Corporation for National and Community Service – www.cncs.org;
National Youth Leadership Council - www.nylc.org;
Many more….