The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

Helm-Stevens, Roxanne; Fall, Randy; Havens, C.S.; Garcia, Michael; Polvi, Lacey

doi:10.3844/ajebasp.2014.122.132

Cited by 2 publications

(2 citation statements)

References 24 publications

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“…In previous studies, we have reported on similar service-learning interventions with diverse populations from regular public schools (Helm-Stevens, Dickerson, & Fall, 2019;Helm-Stevens et al, 2014). The comparison of those studies to this data shows a much greater impact reported by the juvenile offenders, both in the magnitude and pervasiveness of the effects.…”

Section: Discussionsupporting

confidence: 53%

Service Learning Programs with Juvenile Offenders

Dickerson¹,

Fall²,

Helm-Stevens³

2020

IES

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While prior research on service-learning has established the benefits for participating college and university students, more recent research has attempted to explore the value of service-learning projects for the recipients of the service-learning projects, typically public-school students. This study endeavors to extend this research to a special subset of this population by examining the outcome of a 6-week service-learning project in an alternative educational setting for juvenile offenders. This service-learning project involved teams of four to five university business school students presenting a life skills curriculum to two classrooms of students who have been adjudicated through the juvenile courts. We administered an optional questionnaire to all participating students as a pretest and posttest, asking about their knowledge and skills in career readiness. We found statistically significant increases in ratings from pretest to posttest. Analyzed individually, all 28 items showed statistically significant improvements from pretest to posttest. Scales created from the items were also statistically significant, with the greatest change in items measuring Goals. We interpret these findings as an indication that adjudicated youth have a substantial need and interest in career information and training.

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Section: Discussionsupporting

confidence: 53%

Service Learning Programs with Juvenile Offenders

Dickerson¹,

Fall²,

Helm-Stevens³

2020

IES

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“…The few studies that have examined community benefits attempt to offer insight by utilizing data obtained from community organizations, not the community itself (Vernon & Ward, 1999;Ferrari & Worrall, 2000;Bushouse, 2005;Miron & Moely, 2006;Sandy & Holland, 2006;Worrall, 2007;Helm-Stevens, Fall, Havens, Garcia & Polvi, 2014). Due to these various challenges, the available research often results in equivocal qualitative findings, thus necessitating a literary expansion in quantitative research on the community impact of service-learning.…”

Section: Prior Researchmentioning

confidence: 99%

Service-Learning as a Catalyst for Community Change: An Empirical Examination Measuring the Benefits of a Life Skills Curriculum in Local At-Risk High Schools

Helm-Stevens¹,

Dickerson²,

Fall³

2019

BMR

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This research attempts to measure the impact of service-learning on community recipientsat-risk high school students in urban Southern California. The service-learning project, an integrative, six-week assignment, involves upper-division business majors delivering the Options: Business Education and Life Skills curriculum to at-risk students in two local alternative education high schools. In addition to delivering business education and life skills, a critical design component of the curriculum is the opportunity for college students to be role models and provide mentoring guidance to at-risk high school students. This study used surveys to gather data on student perceptions of four constructs: (1) strengths and values, (2) school and work-related skills, (3) business etiquette and resume building, and (4) future life and career planning. Pre-tests and post-tests were administered to gauge differences in perception during the six-week service-learning project. Results indicated positive effects of the service-learning curriculum overall. Further, the data revealed statistically significant results with particularly noteworthy outcomes in the planning for the future and preparing for the world of work responses.While there is a vast body of research on the positive impact of service-learning on university students, in comparison, little has been said about its impact on the community, including P-12 student participants. A study of the historical and philosophical review of service learning (see, e.g., Beatty, 2010) suggests that early practitioners of service-learning needed to defend it as an effective pedagogy as well as respond to changing social views of the purpose of higher education and therefore focused their research on the benefits of the model for college students.More recently, researchers have become curious about the sustainability of service learning relationships between community-based organizations and institutions of higher education

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The Impact of Service-Learning Curriculum at a Local at-Risk High School: An Examination of Preliminary Data

Cited by 2 publications

References 24 publications

Service Learning Programs with Juvenile Offenders

Service Learning Programs with Juvenile Offenders

Service-Learning as a Catalyst for Community Change: An Empirical Examination Measuring the Benefits of a Life Skills Curriculum in Local At-Risk High Schools

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