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See Local Info
for detailed "fact sheets" on each school system's
service-learning implementation plan.
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The graduating
class of 1997 was the first to be impacted by this state mandate --
42,532 students (99.9%) graduated with their service-learning requirement
fulfilled.
Only 49 students in the state failed to graduate solely due to failure
to fulfill the service-learning graduation requirement.
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In July 1992, Maryland's State Board of Education took a bold step; it mandated
service-learning
participation as a graduation requirement (see the historical
timeline).
They passed the following mandate to enact
the service-learning requirement:
Students must complete....
(1) seventy-five hours of student service that includes preparation,
action, and reflection components and that, at the discretion of the local
school system, may begin during the middle grades;
or
(2) a locally-designed program in student service that has been approved
by the State Superintendent of Schools.
The mandate took effect in the Fall of 1993, impacting the graduating
class of 1997. Every public school student in Maryland will be involved
in service-learning as a condition of graduation. This includes all
special education students, unless exceptions are specifically noted in
their individual education plans (IEPs).
No other state has a similar requirement yet,
although many private schools and public school districts do have service
requirements.
Implementation Plans
Because all 24 school districts in Maryland have
unique academic and community needs, they all chose to design their programs
locally (option 2). Therefore, there are 24 different implementation models
around the state. Some districts require students to conduct individual
service-learning projects in the community. Most school districts infuse
service-learning activities into the existing curriculum to help students
use their academic skills to solve real community problems.
Districts are encouraged to review and revise their plans, based on lessons learned
during implementation.
Despite
the variance between district plans, all 24 Maryland school systems
infuse service-learning into existing courses as all or part of their
plan. By adding experiential, community-based service activities to
existing curricula, teachers enhance their students' learning. In most
cases, students complete all three service-learning
elements--preparation, action, and reflection--as part of their regular
school day. In other systems, students carry out one or more elements
as part of a class and perform the remaining piece(s) on their own after
school or on weekends.
Four school systems require that students conduct independent
service-learning projects to fulfill part of the graduation requirement.
In these systems, students are given guidelines stating how much
service is expected and which organizations are appropriate sites for
service. Students perform service projects in the community,
independent of their school, and keep track of the hours of service.
A few school systems utilize site-based management to create maximum
flexibility. The school system creates guidelines and suggests models
for implementation which they share with each school. Each school then
submits a plan, either annually or at a specified time, outlining how
its students will meet the requirement.
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