OVERVIEW

South Carolina has a rich history of service-learning, recognized for its network of service-learning advocates, high-quality service-learning products, and partnerships with community organizations and higher education.

The South Carolina K-12 education system encourages strong system-wide support for effective schools and the integration of service-learning into state policy. Service-learning has been integrated into the three largest pieces of state education legislation this decade:

• The School to Work Act (1994)
• The Early Childhood Development and Academic Assistance Act (1994)
• The Education Accountability Act (1998)

Practice

South Carolina employs four documentation and assessment strategies in a case-study approach:

• self-study of the status of service-learning activities
• focus group sessions with stakeholders to increase service-learning effectiveness
• documentation and analysis of key service-learning projects and activities identifying innovative practices, areas of need, unique teacher skills, outstanding student achievements, exemplary parent and community involvement and support, and related instructional and curricular uses of service-learning
• a review of staffing models and funding streams in each district in order to articulate highly effective approaches to staffing and funding procedures.

Policy

After a comprehensive review of existing policies and opportunities to infuse service-learning into state, district and school plans and initiatives, the South Carolina Learning In Deed project will develop a set of policies, procedures and standards to guide school districts and higher education institutions in developing and implementing service-learning activities. Staff will help districts and schools develop service-learning policies that align with state standards, priorities and initiatives.

Infrastructure/Capacity

South Carolina will address institutionalization of service-learning programs and practice through public policy. The state has sustained service-learning efforts by codifying it into state law through the School-to-Work Act of 1994. The Office of the State Superintendent and Public Information references service-learning as an indicator of a quality, systemic education system. Specific activities to promote institutionalization include:

• developing a “best practices” database on the Web site
• offering an annual service-learning forum and training institute
• conducting an annual “state-of-the-art” survey
• producing materials and a status report on policy issues related to service-learning
• coordinating activities with Service-Learning Regional Exchange and other partners