GIVE Act- Learn and Serve Funding

The end of our course is quickly apporaching, but the activity surrounding the GIVE Act has seen some recent action. The GIVE act made it to the full house for a vote, but was defeated by one vote. The newest version inlcuded some interesting new admendments including a Congressional Committee on Service. Based on our research, our class has developed an "ideal" service framework through which to assess exsisting programs. It has been a valuable exercise and I know we all would like to have more time to devote to the development of the "ideal" type, assessment, and recommendations for the exisiting fragmented system. Unfortunatlely, we leave that task to the class that continues the project next year.

I want to spend a little time discussing the Learn and Serve program in particular. Since my research has focused on service-learning and its potential impact on civic engagement, especially among younger students, it is only natural that this is the program I spent the most time reviewing. I feel Learn and Serve is the national program that could be incredibly successful. The program meets many of the requirements for an "ideal" service experience. The program also has a solid research body supporting its goals and successful service-learning program guidelines for schools interested in implementing them. However, the GIVE Act only earmarks $43,000,000.00 for Learn and Serve, which is less than a million dollars per state. Of the various Serve and Learn program, 6% of the funds allocated for competitve grants are designated for service-learning programs that promote civic engagement. These programs are defined as those that
"`(A) promote a better understanding of the principles of the Constitution of the United States, the heroes of American history (including military heroes), and the meaning of the Oath of Allegiance;
`(B) promote a better understanding of how the Nation's government functions; and
`(C) promote a better understanding of the importance of service in the Nation's character."

The most important lessons learned from reviewing the current legislation and National Service programs is that they are extremely fragmented and underfunded. If we are to have a truley effective Service System, then funding needs to be increased and a coherent, continuous system of service opportunites needs to be implemented.

"Radical Equations- Math Literacy and Civil Rights" by Robert Moses-Important Connections

The book "Radical Equations-Math Literacy and Civil Rights" by Robert Moses and Charles E. Cobb, Jr. has three themes as noted by Jodi Wilgoren of The New York Times, "equality, empowerment, and citizenship." The book describes how the authors believe that "math literacy for children is the key next step in the ongoing fight for citizenship."

Mr. Moses' creation of the Algebra Project and the description of the pedagogy used are important. Experiential Learning is the heart of the project. The basic format is that first, students have an experience, then they think about the experience, next the students are engaged in conceptual work around the reflections, and finally applying the concept based on the conceptual work. Another key point is that "Experiences must be meaningful in terms of the daily life and culture of the students."

As indicated in much of the youth development literature, the students are engaged in helping create part of the content, also "social construction", which is having the students work together so that they also depend on each other. They learn "ownership" and the personal responsibility required for the successful function of the learning group.

Basically, the book includes many of the themes I have been researching and also creates a bridge between the importance of involving youth in the process and the effects on their development not only as people, but as citizens of this country. "If kid's can find their voice, the door to change begins to open much wider" (p. 130)

Politics and "A Call to Service"

Last Thursday, February, 21st was an eventful day at the LBJ School of Public Affairs. In addition to the Democratic Presidential Debate, we also hosted the 12th Annual Barbara Jordan National Forum on Public Policy. Barbara Jordan was a passionate believer in public service. In her own words, "Let each person do his or her part. If one citizen is unwilling to participate, all of us are going to suffer. For the American idea, though it is shared by all of us, is realized in each one of us." Although I have been a member of the Forum committee since September and was first inspired by Barbara Jordan's words during orientation in August, it was not until the forum that I really connected the impact that her beliefs, ideas, and service has and had on so many people. She was and continues to be an inspiration for many who chose to "serve" their community or our nation in some way.

Speakers at the Forum, including two current Texas Legislators, shared their stories of how Barbara Jordan made a direct impact and was an inspiration for their entrance into public service as elected officials. The keynote speaker, Harold Ford, Jr., a former congressman from Tennessee (my home state) and current president of the Democratic Leadership Council, spoke about creating a federal program through which college may be payed for completely if students committed to "National Service" for a set number of years after graduation. This idea is not new and it seems each Presidential nominee has some plan involving service. Senator Clinton and Senator Obama each purpose a tuition credit if a student serves several years post graduation.

This indicates to me an overall agreement that Service is good, an idea popular enough
to have permeated into political campaigns on both sides of the isle. It also reiterates the importance of having sound research and a program plan that will survive the legislative process and create real and lasting effects for the desired participants: America's youth.

Later this week I will blog about my new or more developed thoughts as my research has prompted me, but today I wanted to discuss some of the ways I heard the idea of "service" being discussed last week by elected officials and current presidential candidates. I believe it is important while researching, developing, and solidifying one's argument to take a step back and look around to what is being said by current leaders or being written in magazines and newspapers. Honestly, I was completely reinvigorated, inspired, and re-motivated about this topic of Service and wanted to share my excitement with others!

The Five C’s of Youth Development- A Helpful Framework

A reoccurring concept in many of the materials I have been reading refers to the “Five C’s” of Youth Development. There are a few variations, some with fewer C’s but they basically cover the qualities that result from successful and positive youth development. The five “C’s” are competence, character, connections, confidence, and contribution.

Successfully achieving the first four results in the fifth, contribution, which is the ultimate aim of our study. Identifying the most successful means of encouraging youth to contribute to their communities. By breaking each of the five down and exploring the meaning and variables needed to achieve each “C” we develop a better understanding of youth development.

Competence- developing skills and resources for choosing healthy options over risky ones. Character- a sense of responsibility and knowing and choosing to do what is just, right, and good. Connections- the importance of developing strong relationships with peers and especially adults. Confidence-having a positive identity. Contribution- giving back to the community.

Together they can provide a helpful framework for organizing an in-depth study of youth development. It is important to note that development is a process not a goal. It is a continuous and involves hundreds of variables. We are interested in aiding the process to produce engaged citizens. However, in order to aid the process we must first identify those areas that can be supported by service.

Interested in Reading more? Check out these sources:
Hamilton, S. F., & Hamilton, M. A. (2004). The youth development handbook coming of age in American communities. Thousand Oaks, Calif: Sage Publications.
Gambone, M.A., A.M. Klem, and J.P. Cornell. (2002) Finding out what matters for youth: Testing key links in a community action framework for youth development. Philadelphia: Youth Development Strategies.
Nicholson, Heather Johnston, Collins, Christiopher, & Holmer Heidi. (Jan.,2004)Youth as People: The Protective Aspects of Youth Development in After-School Settings. Annuals of the American Academy of Political and Social Science, Vol. 591, pp.55-71.