Positive results
Educators like Triffo see the results of service-learning in Chico students. They have a new commitment and pride in their community; they gain maturity and poise. While there's no doubt that they're learning important skills, many of which will translate to being effective members of a democracy or a workplace, test scores don't necessarily express what they've gained. "What we accomplish through service-learning," says Triffo, "sometimes gets lost in test scores."
Community enthusiasm for the projects is strong and growing, nonetheless. At the beginning of the year, Triffo and other coordinators send out letters to parents telling them about some of the year's expected projects and how they can get involved. The gardening project has been an especially good program for including parents and other community members. One school, for example, has a large population of Hmong and Hispanic families, who have sometimes had a difficult time sharing expertise with the school. The garden has been a place for them, many of whom work in the agricultural industry, to shine. Local businesses, such as nurseries and excavation companies (who provide topsoil), as well as local non-profits, such as Habitat for Humanity and AmeriCorps, assist with the building of garden beds.
This kind of community commitment is exactly what organizers know needs to happen in order for service-learning to continue in Chico, with or without outside funding. It appears the program's roots are deep and well-established.
Read more:
Use Service-Learning to Enhance Your Curriculum
Case Study: Madison, WI
Case Study: Montgomery County, MD
