Promoting/Encouraging Greater Use of A Positive View of Youth via Service-Learning

SUCCESS!

The Center for School Change has worked for more than thirty years to promote service – learning and helped produced important advances in 2023 and 2024. Service-learning combines classroom work and community service. Joe Nathan wrote a column, “Toward A View of Students as Citizens,” published by Education Week, in 1990 urging greater use of service-learning.

Major progress in 2024 and major achievements in 2023.

2024

Major victories in 2024:

CSC joined three Minnesota public schools to obtain three service learning grants, and worked with the Minnesota Legislature and the Minnesota Housing Finance Agency to help implement the legislature’s intent to offer grants to public schools that create programs in which students learn construction skills as they build housing for low-moderate income families.

The Minnesota Housing Finance Authority has issued an RFP, based on the legislation that CSC helped convince the 2023 Minnesota legislature to adopt (Please see #2 under 2023, below). CSC hosted statewide zoom meetings with MHFA in 2023 and 2024, attended by more than 200 people, to discuss these ideas. CSC has talked with educators in six different communities who are considering applying for the competitive grants. Schools can apply for up to $100,000 from an overall pool of more than $40 million. Since the legislation was adopted CSC completed six brief case studies representing rural, suburban and urban schools that already have construction programs.

CSC also worked with three public school educators and students to submit successful proposals involving service-learning.

Higher Ground Academy faculty and students joined with CSC to write a successful proposal to Youthprise. 20 HGA students will research and write short case studies and produce videos about careers that intrigue them. The videos and case studies will be available not only to the students who produce them, but also to other HGA and other students. The students’ produces will be placed on the internet and shared via social media.

High School for Recording Arts faculty and students, together with CSC and EdVisions, wrote a successful proposal to the Minnesota Department of Education. The funding will allow students to research and produce you-tube videos in three areas, including reducing youth homelessness and helping young people develop strong social and emotional skills.

Paladin Career and Technical High School students and faculty worked with CSC and EdVisions on a proposal to the Minnesota Department of Education. This successful grant will allow the students to research environmental issues and create an environmental outdoor classroom in a wooded area next to the school. Paladin also hopes to work with the city of Coon Rapids, which owns adjacent land that includes a pond.

Part of the wooden area next to Paladin. Part of the pond next to Paladin CTHS property.

2023

Three major victories in 2023:

First, after a three-year discussion, the Minnesota Professional Standards and Licensing Board (PELSB) has approved standards for all Minnesota teacher preparation institutions and candidates for initial teacher licensure that include “The teacher understands the value of and knows how to implement instructional strategies that integrate real-world learning opportunities including service-learning, community-based learning and project-based learning, into instructional practices.” This is on page 8 of standards approved in April, 2023, on page 8, in the Standards of Effective Practice, found here.

In 2020, CSC began working with more than 50 others to encourage PELSB to require prospective teachers to learn the rationale and ways to use service-learning with students, regardless of age and subject matter. The group also encouraged all prospective educators experience at least one service-learning project while preparing to teach. More than 50 people signed this statement providing research and other support for these ideas. The ultimate success of this effort is noted above.

Second, with leadership from CSC Co-Director Khalique Rogers, the Minnesota Legislature approved two bills that encouraged a specific form of service learning: helping young people learn construction skills as they build homes for low-income people and people experiencing homelessness.

The first bill doubled funding for Youthbuild, a Minnesota and national program that helps youth with whom traditional schools have not succeeded, graduate either with a diploma or GED, as they learn various construction skills as they build homes, apartments for low income people, or rehab existing buildings. With strong bi-partisan support and leadership from Rep Matt Norris and Sen Zaynab Mohamed, this bill was included in a final comprehensive bill. In fall, 2023, the Minnesota Department of Employment and Economic Development awarded a total of $600,000 to four Minnesota groups to expand this program. DEED will award additional $1 million+ from the legislative appropriation to existing Youthbuild sites around the state.

The second bill allows, for the first time, public schools to apply for up to $100,000 from a state-wide po0l of more than $40 million, administered by the Minnesota Housing Finance Agency. These funds are to be used to help construct new permanent, affordable housing for low-income Minnesotans and Minnesotans experiencing homelessness. The money will become available in 2024.

Khalique Rogers testifying in Minnesota House with Rep Matt Norris

Two GAP School students testified:

Aung Myo Way Testimony
Dear Chair, Rep. Jay Xiong, Vice Chair, Rep. Jeff Brand and members of the MN House Workforce and Development Finance and Policy Committee

Thank you for the opportunity to explain how Youthbuild changed my life, and why I support on HF 1310.

My name is Aung Myo Way and I am 30 years old. I was born in Myanmar, my country has been ravaged by war since 1948. When I was 5 years old I have to flee my village because the Burmese army came and burned it down. I was forced to move to Thailand and live in a refugee camp.

My life was so hard in the refugee Camp. I was living in a wooden box that was hardly bigger than a dog house. We barely had enough food, we always ate every last grain of rice and any insect or animal we could find. l lived in the refugee camp for about 15 years. Those were the hardest years of my life. We had some school in refugee camp, but our education was very poor. When was 19 years old I had a big opportunity to move to America. It was a bitter sweet moment because I was told I had to leave with only my young twin sisters and leave my whole family, friends and country behind.

When I firsts came to America I could barely speak English. I had a lot of problems, even going shopping was very difficult. The worst part was transportation and finding a job. America was very difficult to survive without good English skills and having no job experience. After about two years I heard about the Youth build program, they helped me improve my English skills and I gained experience in construction. In the Youthbuild program I learned about building houses and leadership. Youthbuild has produced a lot of good workers for the Union trades and other occupations. As an Immigrant Youthbuild program has been a very import part of my life.

In Youthbuild I got my high school diploma and job skills that improved my life so much. I hope that more young people can join Youthbuild because it changed my life. I was working in a low paying job and I did not have a stable place to live. I myself have recommended many youth to join the program to improve their lives. My life has changed so much since I joined Youthbuild. Today I make more than $40/hr. as a Journeyman in the union, and I own my own home. I owe all my success to the Youthbuild program and I hope you will support them with increased funding for other young people like me.

Hser Pwe Testimony

Hello Chair Champion, Co- Chair Mohamed and committee members.

My name is Hser Pwe, I was born in Burma. I was grew up in a Thailand refugee camp. I lived there with my family for 12 years. We had to move there because of the civil war and Burmese soldier were trying to kill us and take our land. This the reason we had to flee our village and move to the Thailand refugee camp. When we lived in refugee I felt like we lived in prison because cannot go outside of camp, there were very few opportunities in camp.

In 2012 I moved to the United States. I did not know anything about America and I did not speak and English. I went to LEAP High School for a year but it was very difficult for me. I did not speak English and it was hard for me to understand what teacher said. After a year I was unable to attend school there because I’m over 21 years old.

Luckily for me I found the YouthBuild program in GAP school. I then realized I could have a high school diploma and learn construction skills, I finally felt like I had an opportunity and a future. In YouthBuild I learned a lot of English and started to communicate with others, but I really learned to love construction work. My wife, brother and cousin also graduated from the Youthbuild program at GAP School.

I graduated in 2014, the staff helped me find as job in floor covering and I joined the union. I still work there now, it has been a great 8 years for me. I found a career I love and I make over $44/hr. and I have worked my way up to being a foreman. I’m so thankful for this program and all the staff who have helped me. Thank you so much to the YouthBuild program for giving me this big opportunity! Because of this program I can speak English, support my wife and children and I have even became a U.S. citizen. Without YouthBuild I do not know where I would be today.

Hser Pwe

Youthbuild graduate 2014

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After the legislation passed, CSC then two zoom meetings in late fall, 2023 and early winter, 2024 for Minnesotans to discuss the laws, and completed several case studies showing how some Minnesota public schools have created school construction programs. These case studies are found here. CSC also co-sponsored a national webinar with the Progressive Policy Institute and the online publication The 74, that focused on this idea. Rep Norris, Jody Nelson of GAP School and Khalique Rogers joined Tressa Pankovitz of PPI on this zoom meeting.

Third, a coalition of people convinced the Minnesota legislature to allocate $1 million for approximately 32 grants of up to $50,000 each, to promote service-learning in Minnesota public schools. In 2020, CSC worked with the National Youth Leadership Council, Youthprise and Growth & Justice, among other groups, to seek legislative support for creation of additional service-learning programs around the state of Minnesota.

In 2023, with leadership chief authors Senator Bonnie Westlin and Rep. Mike Freiberg, former Minnesota Youth Council member Sage Hartman, long time volunteerism and service-learning expert Paula J. Beugen, and members of the “Reinvigorating the Conversation” coalition, that legislation was approved. The authoring legislative language is as follows:

2023 Mn Legislative Language about the service-learning grants

Article 2 Sec. HF No. 2497, Conference Committee Report – 93rd Legislature (2023-2024) 05/15/23 02:14 PM

Sec. 59. INNOVATIVE INCUBATOR SERVICE-LEARNING GRANTS.

Subdivision 1. Definitions. (a) For the purposes of this section, the following terms have the meanings given. (b) “Eligible school” means a school district or school site operated by a school district, charter school, or Tribal contract or grant school eligible for state aid under Minnesota Statutes, section 124D.83, or cooperative unit under Minnesota Statutes, section 123A.24,

Subdivision 2. (c) “Eligible service-learning partnership” means a partnership that includes an eligible school and at least one community-based organization, community education program, state or federal agency, or political subdivision. An eligible service-learning partnership may include other individuals or entities, such as a postsecondary faculty member or institution, parent, other community member, local business or business organization, or local media representative. A school district member in an eligible service-learning partnership may participate in the partnership through a community education program established under Minnesota Statutes, section 124D.19.

Subd. 2. Establishment; eligibility criteria; application requirements.

(a) A technical assistance and grant program is established to initiate or expand and strengthen innovative service-learning opportunities for students in kindergarten through grade 12; increase student engagement and academic achievement; help close the academic achievement gap and the community, college, and career opportunity gaps; and create a positive school climate and safer schools and communities.

(b) At least one teacher, administrator, or program staff member and at least one service-learning specialist, service-learning coordinator, curriculum specialist, or other qualified employee employed by an eligible school and designated to develop and share expertise in implementing service-learning best practices must work with students to form a student-adult partnership. Before developing and submitting a grant application to the department, a participating student must work with at least one adult who is part of the initial partnership to identify a need or opportunity to pursue through a service-learning partnership and invite at least one partner to collaborate in developing and submitting a grant application. The fiscal agent for the grant to an eligible service-learning partnership is an eligible school that is a member of the partnership or has a program that is a member of the partnership.

(1) include at least two or more enrolled students; two or more school employees of an eligible school in accordance with paragraph (b); and an eligible community-based organization, community education program, state or federal agency, or political subdivision; and

(2) assist students to:

(i) actively participate in service-learning experiences that meet identified student and community needs or opportunities;

(ii) operate collaboratively with service-learning partnership members;

iii) align service-learning experiences with at least one state or local academic standard, which may include a local career and technical education standard;

(iv) apply students’ knowledge and skills in their community and help solve community problems or address community opportunities;

(v) foster students’ civic engagement; and

(vi) explore or pursue career pathways and support career and college readiness.

(d) An eligible service-learning partnership interested in receiving a grant must apply to the commissioner of education in the form and manner determined by the commissioner. The partnership must work with an eligible school. Consistent with this subdivision, the application must describe the eligible service-learning partnership plan to:

(1) incorporate student-designed and student-led service-learning into the school curriculum or specific courses or across subject areas;

(2) provide students with instruction and experiences using service-learning best practices during the regular school day with an option to supplement their service-learning experiences outside of the school day;

(3) align service-learning experiences with at least one state or local academic standard, which may include a local career or technical education standard, and at least one goal of the world’s best workforce in accordance with Minnesota Statutes, section 120B.11, or the state plan submitted and approved under the most recent reauthorization of the Elementary 101.16 and Secondary Education Act;

4) make implementing service-learning best practices an educational priority;

(5) provide student-designed, student-led service-learning experiences that help meet community needs or develop or advance community opportunities; and

(6) identify at least one eligible school teacher, administrator, or program staff member and at least one service-learning specialist, service-learning coordinator, curriculum specialist, or other qualified eligible school employee designated to develop and share expertise in implementing service-learning best practices to work with students to form a student-adult partnership that includes at least one community-based organization, community education 101.25 program, state or federal agency, or political subdivision.

Subd. 3. Innovation grants. The commissioner of education must award up to 32 grants of up to $50,000 each to allow eligible partnerships to provide student-designed, student-led service-learning opportunities consistent with this section. Grant awards must be equitably distributed throughout Minnesota by congressional district. The commissioner may designate start-up or leader grant categories with differentiated maximum grant dollar amounts up to $50,000. A grantee designated as a leader grantee may be required to meet additional leader grant requirements as established by the commissioner in the grant application criteria developed by the commissioner. In order to receive a grant, a partnership must provide a 50 percent match in funds or in-kind contributions unless the commissioner waives the match requirement for an applicant serving a high number of students whose families meet federal poverty guidelines. A partnership grantee must allocate the grant amount according to its grant application. The partnership must convey 50 percent of the actual grant amount to at least one community-based organization, community education program, state or federal agency, or political subdivision to help implement or defray the direct costs of carrying out the service-learning strategies and activities described in the partnership’s grant application.

Subd. 4. Report. A grantee must report to the commissioner on the educational and developmental outcomes of participating students and the eligible school’s progress toward meeting at least one goal of the world’s best workforce goals in accordance with Minnesota 102.12 Statutes, section 120B.11, or the state plan submitted and approved under the most recent reauthorization of the Elementary and Secondary Education Act. A grantee must report on the community outcomes achieved through student service-learning experiences and the corresponding student service activities. The commissioner must submit a report on participating student and community outcomes under this section to the legislative committees with jurisdiction over kindergarten through grade 12 education by February 15, 2025.

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FEATURES OF QUALITY SERVICE-LEARNING: Not all service-learning programs are equally effective. Here’s a link to standards for quality service-learning, developed by the National Youth Leadership Council in cooperation with other leaders. variety of researchers.

Here’s a link to a special edition focused on service-learning of the magazine Phi Delta Kappan, co-edited by CSC director Joe Nathan

This article describes a service-learning class. Students studied ways to resolve consumer problems, and to protect themselves as consumers. They solved more than 150 consumer problems that adults referred to them.

Cover of a brochure used by Consumer Action Service students to gain cases

Here’s a link to a commentary published in Education Week, April, 1990, entitled “Toward a Vision of Students as Citizens” that Nathan wrote

Here’s a brief summary of research on service-learning, prepared by Professor Andrew Furco, University of Minnesota