MAKE IT LAST FOREVER: THE ... - National Service Resource Center

SCHOOL
DISTRICT
STATE
FUNCTION 2: PROFICIENCY
PRE-SERVICE
EDUCATION:
The impact of service-learning
on behavior and attendance is
observed, but its impact on
academic performance is not
specifically known, even though
teachers sense it’s positive.
The district has only an informal
sense about the impact of
service-learning on students and
schools.
The state collects one-time
quantitative information about
the impact of service on
students.
CAPACITY-
BUILDING
Specific pre- and post-tests or
surveys are offered to gauge
changes in student learning,
behavior, and values. Students may
be asked to demonstrate what
they’ve learned through a project.
The district may implement a
service element on report cards and
supports the collection of data on
how projects affect learning.
The state collects short-term
quantitative and qualitative data and
uses the information to develop
standards of effective practice and
produces materials on how
educators can assess student
learning.
STAGES OF INSTITUTIONALIZATION
WIDESPREAD USE
& SUPPORT
83
Students use service-learning portfolios
and presentations to demonstrate their
learning, and they are able to articulate
how project activities link to educational
standards.
The district uses many assessment
instruments to measure the impact of
service on student performance, and uses
the data collected to inform professional,
fund, and other resource development.
The state collects longitudinal
quantitative and qualitative data in order
to inform policy and to develop a
comprehensive performance assessment
program which may link service to
overall school ratings, standardized tests,
and professional development.
SYSTEMIC
INTEGRATION