The Pennsylvania Serve-America Grant: Implementation and Impact. Year 1.

Autor/inn/en	Fertman, Carl I.; und weitere
Institution	Pennsylvania Service-Learning Resource and Evaluation Network, Pittsburgh.; Pittsburgh Univ., PA. School of Education.
Titel	The Pennsylvania Serve-America Grant: Implementation and Impact. Year 1.
Quelle	(1993), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Services; Elementary Secondary Education; Federal Aid; Federal Legislation; Program Effectiveness; Program Evaluation; Program Implementation; Service Learning; State Programs; Statewide Planning; Technical Assistance; Youth Programs; Pennsylvania + Suchen Sie Ihr Suchwort? Gemeindenahe Versorgung; Bundesrecht; Programme evaluation; Programmevaluation; Service-Learning; Regierungsprogramm; Planwirtschaft; Technische Hilfe; Jugendsofortprogramm
Abstract	Under Subtitle B Part I, Serve-America, of the National and Community Service Act of 1990, $1.1 million was awarded to fund 44 school-based service-learning programs in Pennsylvania. A study collected data on program implementation and impact on students, Serve-America coordinators, and supervisors during visits to 43 sites and at meetings with site coordinators. Disseminator (schools and community-based organizations) and minigrant (service-learning) programs were funded. Five variables were evaluated as indicators of implementation: organizational commitment, integration, parental support, advisory councils, and materials. Ten percent of all programs benefited from all five variables being strong and reinforcing. More than 50 percent were implemented as planned. Generally, students expressed satisfaction, but their dissatisfactions included lack of support from school staff and other students, not enough time at sites, and insufficient clarity concerning the program and their roles. The program increased coordinators' personal satisfaction and excitement, but added stress and work. Service-learning had both a positive and negative impact on supervisors. Stressors were longevity and institutionalization of the programs, loss of funding, and involvement of all students. Challenges were identified, and recommendations were made to develop a vision statement and a work plan. Three elements of an evaluation system were already in place: empowered evaluation, tracking and monitoring, and mentoring/consultant infrastructure. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC