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Americans Funding
PHOTOCOPY
PRESERVATION
CNS budget/101 usues
CORPORATION
FOR NATIONAL
*
SERVICE
ANN,
Cell me if
questions
Gary Kowa/caya
202-606-5000
X 340
1
file. Ameriups
Preliminary Findings: The Activities and Effects
on Student Reading of Tutoring Programs
in Which AmeriCorps Members Serve
Contract No 97-743-1004
Task Order 04
September 26, 2000
Prepared for:
Corporation for National Service
1201 New York Avenue, NW
Washington, DC 20525
Prepared by
Moss Moss
Abt Associates Inc.
55 Wheeler Street
Cambridge, MA 02138
Preliminary Findings: The Activities and Effects on
Student Reading of Tutoring Programs in Which
AmeriCorps Members Serve
The Corporation for National Service (the Corporation) is a public corporation established by
the National Service Trust Act of 1993. The Corporation's mission is to provide
opportunities for Americans of all ages and backgrounds to engage in service that addresses
the nation's educational, public safety, environmental, and other human needs to achieve
direct and demonstrable results and to encourage all Americans to engage in such service.
Funding is provided through three major programmatic streams: AmeriCorps; Learn and
Serve America; and the National Senior Service Corps. Examples of service projects
include:
tutoring disadvantaged students;
organizing neighborhood crime watches;
converting vacant lots into neighborhood parks;
leading community health awareness campaigns; and
operating food banks.
AmeriCorps is composed of three programs, State and National; National Civilian
Community Corps (NCCC) and Volunteers in Service to America (VISTA). The focus of
this report is on the AmeriCorps*State/National program, which currently involves 35,000
members nationwide in 961 programs. State/National programs are operated through State
Commissions and National service organizations. They support a national network of
community-based programs providing opportunities for participants, referred to as
"members," to engage in community service. In exchange for a year of full-time service,
AmeriCorps members each receive a stipend and earn an education award that may be used
to pay for higher education or to help pay back existing student loans. Members serving
part-time receive pro-rated stipends and educational awards.
Education-related activities have been a priority for the Corporation since its inception.
Indeed, education programs comprise the largest single area of service (of the four issue
areas of need) as well as a significant portion of the Corporation's funding. Most recently,
the Corporation has directed substantial resources toward the national issue of children's
reading performance. This focus supports an important national mandate, as articulated in
the America Reads initiative: to help ensure that every child can read well and independently
by the end of the third grade. Toward this end, the Corporation has encouraged its programs
to provide literacy services to young readers. Members offer these services through a variety
of strategies, including tutoring, mentoring, volunteering as classroom assistants, and other
literacy-related activities (e.g., conducting trips to the library or organizing book
distributions). Such literacy activities represent a major investment of Corporation resources.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
1
Overview of the Study
To inform staff, programs, Congress and other stakeholders about its literacy activities, the
Corporation contracted with Abt Associates Inc. to conduct two independent studies of
AmeriCorps' literacy and tutoring programs. This report summarizes the findings of both
studies, conducted between spring 1998 and summer 2000. The first of these, a Descriptive
Study of AmeriCorps Literacy Programs: State and National, had several goals: 1) to
describe the programmatic structures and activities of AmeriCorps* State/ National programs
engaged in literacy development and reading tutoring; 2) to identify programs using effective
instructional models likely to improve children's reading abilities; and 3) to describe the
target populations receiving services. The second study, the Reading Outcomes Study. was
designed to investigate in greater detail the subset of programs included in the Descriptive
Study which provide direct reading instruction in the form of tutoring to students in grades
one, two and three. The Reading Outcomes Study was designed to determine the effects of
the AmeriCorps tutoring programs on the reading performance of students in these early
grades.
The Descriptive Study was completed in November 1999; the results of the Reading
Outcomes Study are still preliminary at this time. To provide the fullest possible picture of
what has been learned to date, the results of both studies are summarized here. The results of
the Descriptive Study are based on information collected during the 1998-99 school year,
while the preliminary results of the Reading Outcomes Study are based on information
collected during the 1999-00 year.
Major Descriptive Findings: AmeriCorps Literacy Programs.
Slightly more than half of the AmeriCorps*State/National programs provide educational
services in their communities (See Figure 1). In spring 1999, directors of these programs
were asked to complete a survey which provided information about: 1) the sponsoring
agencies supporting the programs; 2) the AmeriCorps*State/National programs conducting
educational and literacy activities; 3) the population receiving services; and 4) the structures
and operations of their programs' literacy component. Completed surveys were received
from 481 project directors resulting in a 93 percent response rate.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
2
Figure 1: Frequency of Educational and Literacy
Services in AmeriCorps*State/National Programs*
(n=961)
Among All
Programs:
(n=961)
54% Provide Any
Educational Services
Direct Literacy
Non-Education
42% Provide Literacy
Tutoring
Services:
Educational Services
37%
(n=360)
Environmental
Public Safety
Other Human
Needs
46%
(n=444)
Other
Education:
Literacy
Other Services /
5%
Not/Specified
(n=46)
12%
(n=111)
EXPIRATION
*Based on the 1998-99 program year.
Sponsoring Agencies
The majority of agencies sponsoring AmeriCorps State*/National literacy programs
(83 percent) have been operating for five or more years.
Most often, the sponsoring agencies are community-based organizations (61 percent)
or secondarily, educational institutions (29 percent).
The sponsoring agencies report education as a primary focus of their mission and are
experienced providers of educational services, particularly to children. The majority
had provided literacy services to their communities prior to the 1998-99 program
year.
Resources
Funding
Two-thirds of the literacy programs receive funding from at least one other
Corporation source (e.g., America Reads, AmeriCorps Education Award,
AmeriCorps Vista) in addition to their AmeriCorps*State/National grants.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
3
Some programs (17 percent) use members and volunteers who are funded through the
Federal Work Study Program.
Literacy providers
Literacy services offered by programs were substantial: nationwide, over 10,000
members and 40,000 volunteers (recruited by members) provide literacy services.
The literacy programs typically had fewer than 20 members providing services: only
nine percent have 50 or more members conducting literacy activities.
The majority of members (93 percent) and volunteers (80 percent) were high school
graduates. Three-quarters of the members and half of the volunteers had participated
in some postsecondary education.
Recipients of Literacy Services
Approximately 260,000 individuals received the literacy services offered by
AmeriCorps*State/National programs. Ninety-percent (235,000) of these recipients
were children.
AmeriCorps*State/National programs typically provided literacy services to large
numbers of students: most programs (76 percent) provided services to over 100
students.
Literacy services were provided to the full spectrum of learners, from
infants/toddlers, to elementary and high school students, to families and other adult
learners. However, across all programs nationwide, the majority of students receiving
literacy services are concentrated in grades 1 through 6.
Nationwide, two-thirds of the recipients of literacy services are African-American or
Hispanic.
Literacy Program Structures
The primary goals of virtually all of the literacy programs are to improve students'
overall academic achievement, motivation for reading and reading comprehension
skills. The majority of programs (56 percent) also strive to increase parents'
involvement in their children's reading.
Almost all literacy programs provide some training to members and volunteers in
literacy instruction and in working with children. Typically, about 16 hours of
training are provided before and 20 hours are provided during the delivery of literacy
services. Training is provided by a combination of staff from the sponsoring agency,
the AmeriCorps program. the school district, and/or outside experts.
Most programs provide literacy services in two broad areas: 1) direct reading
instruction (e.g., tutoring in reading, classroom and homework assistance, and reading
to children); and 2) support for instructional activities (e.g., developing and
organizing instructional materials, recruiting volunteers).
Three-quarters of the programs conduct formal evaluations to assess the effectiveness
of their literacy activities.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
4
Literacy programs engaged in direct tutoring of reading are more likely to conduct
formal evaluations than are programs with no tutoring component (78 percent vs. 50
percent).
Tutoring Activities
Tutoring activities are of particular interest since they are aimed directly at improving
children's reading abilities and those activities were the central focus of the Reading
Outcomes Study. As a foundation for the Reading Outcomes Study, the Descriptive Study
collected detailed information about the nature and potential effectiveness of these activities.
The findings summarized below are based on the responses of the 360
AmeriCorps*State/National programs providing literacy tutoring.
Tutors engaged in a wide range of activities with their students; these activities
encompassed the full range of reading subskills (e.g., reading aloud, reading
comprehension, vocabulary development, reading fluency, decoding).
Over half (55 percent) of the tutoring programs reported that tutors conducted
decoding activities with students (i.e., activities that help beginning readers develop
sound-symbol correspondences).
Most of the tutoring programs incorporated some of the structural and instructional
features perceived by educators and researchers as important for positive reading
outcomes.' The features reported most frequently include:
-
coordination of tutoring activities with the classroom curriculum;
-
adequate intensity of tutoring activities-meeting at least twice weekly for at
least 1.5 hours/week; and
-
provision of training to members and volunteer tutors before and during
service delivery in two important content areas: 1) reading and tutoring
children; and 2) child development."
Almost half of the tutoring programs used well-known. widely-used instructional
models (e.g., Reading Recovery, Reading One-to-One, Success for All).
Programs sponsored by colleges and universities were slightly more likely to report
use of effective tutoring practices, on average, than were programs under other
sponsorship.
Programs utilizing members supported by Federal Work Study (FWS) funds, on
average, used more effective tutoring practices than did programs not using members
supported by FWS.
Programs receiving America Reads funds, on average, used more effective tutoring
techniques than programs not receiving these funds.
More fully implemented programs used more effective tutoring techniques than
partially implemented programs.
The findings about tutoring activities described above suggested that the Corporation's
efforts to encourage programs to develop and implement effective tutoring programs
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
5
appeared to be meeting with some success. The use of effective tutoring practices appeared
to be fairly widespread across programs, at a minimum to the extent that programs'
intentions about effective tutoring activities were well aligned with what is known in the
research. This is an important preliminary finding about the potential effects of these
tutoring programs on children's reading abilities.
To determine the effect of these tutoring programs on students' reading performance. a
second study, the Reading Outcomes Study was undertaken during the 1999-2000 academic
year. The next section of this report describes the preliminary findings of that research.
Effects of AmeriCorps Tutoring on Student Reading Performance
Study Design
Building upon the results of the Descriptive Study, the Corporation commissioned Abt
Associates to conduct a Reading Outcomes Study using a pre- post design to estimate the
effects of tutoring programs on children's reading performance. Student reading
performance was assessed using a set of well-known standardized reading tests that are part
of the Woodcock-Johnson Tests of Achievement.
In the absence of a national comparison group, the gains made by the tutored students were
compared against the "norming sample' of students for the Woodcock-Johnson--a nationally
representative sample of children tested as part of the standardization of scores on the test.
By comparing the performance of the study sample to the norming sample, we could
determine the extent to which students receiving tutoring gained more or less than expected
based on the normal development of reading skills during this time period.
Data were collected in late fall 1999 /early winter 2000 (pretest) and again in spring 2000
(posttest) on 869 first, second and third grade students being tutored in a nationally
representative sample of 68 AmeriCorps tutoring programs. This sample allowed us to
generalize the findings to the entire population of AmeriCorps programs and tutored students
(through the use of sampling weights at the program and student level). During 1999-00
program year, AmeriCorps members tutored more than 100,000 first, second and third grade
students nationwide.
Students were tested individually using four reading subtests of the Woodcock-Johnson test
battery. Difference scores (posttest score minus the pretest score) were computed for two
key components of reading achievement: 1) reading comprehension, composed of two
subtests, Passage Comprehension and Reading Vocabulary; and 2) reading skills, composed
of two subtests, Word Attack and Letter-Word Identification. Taken together, these two
scores represent the building blocks needed to become competent reader; they measure
critical skills involved in the mechanics of reading as well as comprehension of text."
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
6
Changes in Student Reading Performance
The tutored students at all grade levels improved their reading performance from pretest to
posttest more than the gain expected for the typical child at their grade level. Reading
comprehension and reading skills started out below grade-level: by year-end, students closed
the gap and were reading at or near the grade-level expectation." As presented in Table 1, the
reading gains range from 3.7 to 6.6 points, depending on the grade and reading score. All of
the gains are statistically significant, most at the .01 or .001 level. Another way to interpret
the size of these gains is in terms of their 'effect size.' These gains represent effect sizes
ranging from .25 to .33. According to the convention in the field, this kind of effect size is
small but educationally significant."
Figure 2 displays the average pre- to posttest gains relative to grade-level expectations for the
three grades in the study. The gains are most pronounced for second graders who, on
average, are performing at or slightly above expectations on both reading measures at
posttest. Reading scores can also be characterized in terms of percentile ranks that represent
each student's standing relative to the norming sample. Also included in Figure 2 are the
percentile ranks for each grade and test. Note that on average, first grade students performed
at the 38th percentile at pretest (in other words, 38 percent of the norming sample obtained
lower scores), while they performed at the 45th percentile at posttest, on average.
Implications / Discussion
Students' gains from pretest to posttest in their reading performance are consistent across
grade-levels and reading measures. The gains are statistically significant and of sufficient
size to be considered by researchers and practitioners to be educationally meaningful.
However, the absence of a randomly-selected control group means that we cannot attribute
the gains made by tutored students to the AmeriCorps tutoring program with total confidence
because we cannot establish conclusively that other, similar, non-tutored students would also
have made similar gains." vi Below we discuss other data that can help us to interpret the gains
seen among AmeriCorps-tutored students, and for the next several months we will continue
to review additional data that can improve our interpretation of the Reading Outcomes Study.
National Trends in Reading
The improvement in reading achievement demonstrated by students receiving tutoring has
occurred at a time in which there has been increased national attention on reading instruction
and reading performance in the primary grades. As one example, our sample contains 28
programs located in states that are implementing the federal Reading Excellence Act (REA)
initiative to improve instructional practice in reading in the early grades. Furthermore. many
states and school districts are also instituting research-based reforms to improve instructional
practice and ultimately students' development of reading skill. Thus, improved reading
performance may be attributable to other instructional reforms occurring in reading, and not
only related to reading tutoring programs in which AmeriCorps member serve.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
7
Table 1: Mean Scores on Three Reading Achievement Clusters, by Grade
Grade 1ª
Grade 2
Grade 3
Reading Achievement Clusters
Pretest
Posttest
Gain
Pretest
Posttest
Gain
Pretest
Posttest
Gain
Broad Reading
(letter/word identification and
passage comprehension)
N
255
255
255
280
280
280
279
279
279
Mean
94.4
97.5
3.1**
95.1
100.7
5.7
93.3
98.2
4.9*
Std error
1.9
1.7
1.3
1.7
1.8
1.2
1.8
1.9
2.4
Reading Skills
(word attack - letter/word
identification)
N
283
283
283
283
283
283
278
278
278
Mean
94.5
98.3
3.7
95.0
101.7
6.6
95.4
99.4
4.0**
Std error
1.8
1.3
1.2
1.4
2.4
1.8
1.6
2.4
1.5
Reading Comprehension
(passage comprehension and
reading vocabulary)
N
257
257
257
275
275
275
278
278
278
Mean
94.1
98.8
4.8***
96.4
101.5
5.1*
92.7
98.2
5.5**
Std error
1.7
1.6
1.5
1.4
2.0
2.2
1.3
1.7
2.0
a
Mean pretest, posttest and gain scores are weighted to represent the national population of students participating in the AmeriCorps tutoring
program during the 1999-2000 school year.
Note: Statistical significance is indicated using the asterisks:
= statistically significant at the .05 level ;
***) = statistically significant at the .01 level; and
= statistically significant at the .001 level. The tests of significance are one-tailed t-tests, meaning that we hypothesized that mean
posttest scores would be higher than the mean pretest scores
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
8
Figure 2:
Student Performance on the Woodcock-Johnson Reading Test
First
Second
Third
Grade
Reading Skills
Reading Comprehension
Standardized
(word attack and letter word identification)
(passage comprehension and
Scores
115
115
vocabulary)
113
113
111
111
109
109
107
107
105
105
Grade 2
103
103
Grade 2
Grade Level
101
Grade 3
101
Expectation
Grade 1
99
Grade 1
(100)
99
Grade 3
97
97
95
95
93
93
91
91
89
89
87
87
85
85
Pretest
Posttest
Pretest
Posttest
Percentile Ranks
Percentile Ranks
Pretest
Posttest
Pretest
Posttest
Gr1
38
45
Gr1
38
49
Gr2
38
50
Gr2
40
52
Gr3
38
50
Gr3
31
45
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
9
There is some evidence, however, that these broad reforms have yet to improve the reading
performance of the nation's primary-grade students. The latest results from the National
Assessment of Educational Progress indicate that reading performance for a nationally
representative sample of students nine-year olds (generally, third graders) has remained flat
from 1992 through 1999 (NAEP Trends in Academic Progress, 1999). Given that there are
no reading gains in the national population of nine-year olds, and there are gains for
AmeriCorps students (in all three grades), we can take this as some evidence to suggest that
the tutoring program may be responsible for these reading gains.
Summary and Conclusion
Our Descriptive Study documents that AmeriCorps programs are conducting reading tutoring
activities on a large scale, using methods and practices that should be effective in improving
student reading performance. Moreover, in our Reading Outcomes Study, students in the
AmeriCorps tutoring programs improved during the course of their participation in the
program. At year-end, their performance in both reading comprehension and reading skills
was close to the expectation for their grade level.
The evidence suggests that the students in the AmeriCorps tutoring programs improved their
reading skills more than would be expected when compared with a nationally representative
group of their peers. While this study cannot establish with certainty that this improvement
in reading is attributable to participation in the program, it is our belief that AmeriCorps
tutoring has had a positive effect, based on knowledge of the current national trends in
children's reading performance.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
10
End Notes
i
These features include: 1) coordinating with classroom instruction: 2) tutoring on more than two occasions
during the week; 3) conducting formal evaluations; 4) convening for a total of at least 1.5 hours weekly: 5)
providing pre- and in-service training: 6) use of 'brand-name materials': 7) involving a reading specialist in
planning literacy activities; and 8) using a stable one-to-one tutoring model.
ii
The survey collected information about types and amounts of training: however. we have no information
about the quality of these trainings. a critical element of effective training.
iii
The test developers provide a third reading achievement cluster score. Broad Reading. This IS score uses
one subtest from each of the other two clusters (letter-word identification and passage comprehension) and
is therefore redundant with respect to the other cluster scores. For this reason. although mean scores are
shown in the results Table 1. we do not discuss them in this report.
iv
Grade-level expectations are based on the grade-standardized scores for the norming sample. These scores
have a mean of 100 and a standard deviation of 15 at each grade-level. At any point in time then. by
definition, the expected level of performance for the typical child (i.e., the norming sample) would be a
score of 100. The Woodcock-Johnson tests allow for the conversion of raw scores to several types of
scores. For this analysis, grade-standardized scores and percentile ranks were used.
V
We applied the definitions suggested by Cohen (1977). who proposed that differences of 20 to .50 of a
standard deviation corresponds to a 'small' effect. For instance, a five point gain from pre to posttest
computes to an effect size of .33 (the five point gain is divided by 15. the standard deviation of the
distribution of grade-standardized test scores in the norming sample).
vi
A second source of caution concerns the fact that the sampled students were not a random sample, but
rather. were referred for tutoring by school personnel (e.g., classroom teachers, reading specialists) based
on their need for services. This raises the possibility that the some part of students' gains may be the
consequence of a statistical artifact referred to as "statistical regression." rather than a true improvement in
reading ability. We have carefully examined our data for evidence of such statistical regression. however.
and we believe the weight of the evidence suggests our findings are not an artifact of statistical regression.
but instead, represent true improvement in reading ability made by students in the tutoring program.
Abt Associates Inc.
Draft: Preliminary Findings, September 26, 2000
11
09/27/00 WED 09:37 FAX 202 456 6244
0FC OF THE FIRST LADY
5.
001
09/26/00 TUE 18:10 FAX 2025652783
C.N.S. CEO
Ale:Anenzarp
X
001
FROM:
Melody M. Scales
Assistant to Chief of Staff
CORPORATION
1201 New York Avenue, NW
Washington, DC 20525
FORNATIONAL
(202) 606-5000, ext. 191
SERVICE
(202) 565-2784 fax
[email protected]
To:
Anne Bovand, Matthew Nelson, Anne O'Leary
Fax Number:
Pages:
$ (including cover)
Date:
26 Sept. 2000
09/27/00 WED 09:37 FAX 202 456 6244
0FC OF THE FIRST LADY
1
002
09/26/00 TUE 18:10 FAX 2025652783
C.N.S. CEO
002
CORPORATION
FOR NATIONAL
*
SERVICE
TO:
Thurgood Marshall, Jr., Karen Tramontano, Barbara Chow,
Shirley Sagawa, Thomas Kalil, Ann O'Leary
CC:
Anne Bovaird
FROM:
John Gomperts
RE:
Senator Lott's Digital Divide Press Release
DATE:
September 26. 2000
As you know, last week the President announced $9 million in AmeriCorps grants
to assist in bridging the digital divide. Attached is the press release from Senator Lott
announcing the grants in Mississippi.
He mentions the Corporation for National Service and AmeriCorps several times.
This is a huge step in the reauthorization process.
If there are any questions, please call Melody at 606-5000 ext. 191. Many thanks.
NATIONAL SERVICE: GETTING THINGS DONE
1201 New York Avenue, N.W.
Washington, D.C. 20525
AmeriCarps
Lewn and Serve America
National Senior Service Corps
telephone: 202-606-5000
website: www.nationalservice.org
09/27/00 WED 09:38 FAX 202 456 6244
OFC OF THE FIRST LADY
003
09/26/00 TUE 18:10 FAX 2025652783
C.N.S. CEO
003
TRENTLOIT
UNITED STATES SENATOR
MISSISSIPPI
Immediate Release
Contact:
Lee Youngblood - 202/224-4216
Wednesday, September 20, 2000
Marie Moore - 202/224-4239
$1 Million of Federal Technology Funds
Approved for State of Mississippi
"Washington -- Federal technology funding-totaling more than $1 million has been
approved by the corporation for National and Community Service for use at 100 school and
community sites throughout Mississippi, said U.S. Senator Trent Lott today.
The funds are being administered through the Mississippi Commission for Volunteer
Service, and the program will be used to provide personnel for 100 "Power Up" stations in
the state. "Power Up" is a public/ptivate partnership established to give under-served youth
greater access to technology, specifically computers. Power Up will be providing equipment
for this unique program while the federal funding will support personnel and technical
assistance which will help bridge Mississippi's 'digital divide.'
"I had the opportunity to visit a Power UP size in California several months ago," Senator
Lott said. "I was very impressed with this program, and I am confident Power Up will help
Mississippi's educators close the woubling 'digital divide' which threatens to leave
technologically under-served communities and our school children in those communities
behind."
Juanita Sims Daty, of Jackson, now serves on the Corporation for National and Community
Service Board of Directors following her nomination by Senator Lott and approval by the
President and U.S. Senate last year. Other national benefactors and partners include: America
On Line, Sun Microsystems, YMCA, Boys and Girls Clubs, Power Bar Incorporated, Family
Education Network and the US Department of Education.
MORE
FINANCE , COMMERCE, SCIENCE & TRANSPORTATION a RULES
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004
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004
TRENT|OIT UNITED STATES SENATOR
MISSISSIPPI
TECHNOLOGY
ADD ONE
"These efforts to bridge the digital divide by the Corporation for National and Community
Service Board are commendable," Senator Lott continued. "I know Mrs. Doty and this board
will continue working on behalf of young people throughout Mississippi who have the will and
ability to succeed, bur who currently lack some of the tools."
Specifically, the program will provide computers in the schools through funding provided
from the aforementioned partners/benefactors, and the labs will be staffed by AmeriCorps Vista
workers. Nationally the Corporation for National and Community Service will use
approximately $12.5 million to award grants of this type to eligible organizarions in support of
efforts that will help overcome technology barriers currently separating Americans.
Mississippi's share of this funding totals $1,051,101 and will be administered by Mississippi's
Office of the Attorney General and the Mississippi Department of Education. The sites are
being determined at the state level.
In the sites, a targeted 80 percent of the faculty and staff will demonstrate greater computer
proficiency, and AmeriCorps members will tutor at risk K-12th grade students. Also,
AmeriCorps members will provide after-school tutoring and computer instruction to 5,000
students on weekday afternoons and some weekends. Members may also contact up to 2,000
families in the local communities during school hours and weekends to encourage them 9
become more computer savvy. An on-line mentoring program will also be developed. Partner
sites include 25 community-based organizations including eight Big Brothers Big Sisters
regional locations and Boys and Girls Clubs throughout the state.
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*
SERVICE
12/15/59
Ann -
1h-ly for all your
help. for your info,
here is a short memo
Harry jest over
Call me if you have
questions
D
OFFICE OF THE CEO
CORPORATION
FOR NATIONAL
SERVICE
December 15, 1999
MEMORANDUM TO THE PRESIDENT
From:
Harris Wofford Amin
Subject:
Bulletin on Progress in National Service
I write to bring you up-to-date on three significant developments:
First, the Corporation for National Service took the leading part in bringing about a new compact
with more than a dozen of the leading national youth organizations specifically pledging to
increase opportunities for young people to help fulfill America's Promise for other young people.
We are working closely with organizations like Big Brothers Big Sisters, the YMCA, and Boys
and Girls Clubs to demonstrate that young people must be seen - and see themselves - as
resources and leaders in fixing what ails us as a nation. By adopting common strategies to
achieve this shared agenda, we are making major strides toward bringing service by youth to
scale in this country. The compact includes concerted support for the goals of 100,000
AmeriCorps members, two million President's Student Service Awards for 100 hours of service,
and half a million work-study students in community service.
Second, the Corporation continues its close collaboration with the Department of Education to
advance service-learning in schools at all levels. In September, we released the findings of a
joint study that shows one-third of all public schools in the country - and nearly half of all public
high schools - engage students in service-learning, and nearly two-thirds organize or recognize
some form of community service. Just last week, Secretary Riley and I renewed our agencies'
(and the Administration's) commitment to a set of principles that are critical to promoting
service-learning in our nation's schools.
Third, consistent with your emphasis on closing the Digital Divide, we recently joined in the
announcement of a new multimillion dollar initiative called PowerUP. It is a joint venture of
America Online, the Case Foundation, America's Promise, the YMCA of the USA, Boys and
Girls Clubs, the Waitt Family Foundation, and other partners and funders who are donating
computers, internet access and other resources to schools and community centers that are without
them. In 250 new PowerUP centers, more than 400 trained AmeriCorps*VISTA members will
serve full-time as mentors to young participants and train them in computer technologies they'll
need to succeed in the digital age. Most of the VISTA costs will be paid by the Case Foundation
or other partners such as the Boys and Girls Clubs.
I enclose further information on each of these developments. Taken together, they represent
strong progress in making citizen service the common expectation of all Americans and to using
service as a key strategy in engaging young people in solving some of the country's most
pressing problems.
NATIONAL SERVICE: GETTING THINGS DONE
1201 New York Avenue, N.W. - Washington, D.C. 20525
AmenCorps
Learn and Serve America
National Senior Service Corps
telephone: 202-606-5000
website: www.nationalservice.org
A Compact to Fulfill All Five Promises through Young People:
Giving all young people the challenge, inspiration, and opportunities to serve
We, the undersigned organizations, join in the common conviction that young people are vital
resources for their communities and can play a key role in fulfilling all five of the promises of the
campaign for America's Promise for other young people. We - youth and those who are older -
will combine our efforts to achieve these aims:
build awareness, enthusiasm, and the will to serve among the young;
offer high-quality opportunities for service - including service-learning - by the young;
recognize, reward, and highlight youth as role models for service and citizenship;
develop the leadership potential and encourage the civic engagement of young people through
training, peer-to-peer exchanges, and service experiences that challenge them to assume
increasing responsibility; and
add resources to and strengthen the infrastructure of the youth service field to accomplish the
above aims.
A Youth Service Strategy:
A centerpiece of our strategy to achieve these aims will be National Youth Service Day, April 14-
15, 2000. This day will kick off a year of continuing and growing activity for service by young
people, including other signature days of service on Martin Luther King, Jr. Holiday, Make a
Difference Day, Family Volunteering Day, the Youth Summit at the National Community Service
Conference and the Youth Service Day of the Fraternal Congress. All of these days will provide
opportunities 1) to sign up more young people to serve; 2) to honor, reward, and recognize young
people for their leadership; and 3) to expand the service opportunities for young people to fulfill
their service pledges and commitments to help fulfill the five promises.
In addition to these days and seasons of service, our collaborating organizations will pursue together
the following: 1) a 'toolkit' or 'cookbook' on how to engage youth in service including model
initiatives and strategies from each participating organization; 2) joint training for key staff in each
organization in how to include youth as leaders in service and training in fundraising for local
organizations to help them build sustainable initiatives; and 3) a national public information
campaign to highlight youth as resources.
During this year, through a range of youth service initiatives sponsored by the participating
organizations, one of the measures for service will be the standard of 100 hours - to be tracked by
the President's Student Service Awards. This initiative, paralleling the President's Physical Fitness
Awards, puts civic fitness on par with physical fitness by honoring youth ages 5 to 25 who perform
at least 100 hours of service to their communities. On each National Youth Service Day, we will
report our progress, launch new partnerships, and share resources for the common elements of the
national youth service agenda.
This strategy to provide opportunities and inspiration for young people to give back through their
own service on behalf of all five promises should seek to achieve the three targets set by the Goal
Five Advisory Board created by America's Promise after the Presidents' Summit for America's
Future in Philadelphia in 1997. The Advisory Board developed three specific milestones toward
which to strive:
1) At least two million additional young people to serve 100 hours per year by the year
2000. (The President's Student Service Awards were created to promote and track
progress toward this goal.)
2) At least 100,000 young people to have the opportunity to become service leaders who
provide more than 1,000 hours of service per year. (The President's budget forecasts
funding for 100,000 AmeriCorps members per year by 2003. Some of them would be
part of a proposed new high school AmeriCorps.)
3) At least half of the one million college students paying for college costs through the
federal work-study program to work in the community, rather than on campus. (More
than 1,200 colleges and university presidents have joined in a call to service by work-
study students through local America Reads and America Counts Challenge programs.)
Implementing the Strategy:
This year-round strategy for service by young people - including the following key initiatives of the
participating organizations - will enable us to achieve the aims set forth in this compact. Each
participating organization will embrace - in addition to its own initiatives and priorities - as many
of the following as their missions permit. And as new initiatives develop, the participating
organizations will consider how to help them succeed.
America's Promise, States of Promise, Communities of Promise - As sponsor and key partner
of this Compact, America's Promise will ask its several hundred corporate and non-profit
commitment-makers and the network of States of Promise and Communities of Promise to join
in advancing this strategy for youth engagement in service. This Compact will be presented to
the public as one of the important ways that America's Promise is organizing an Alliance for
Youth that works together to fulfill all five promises.
President's Student Service Awards - The Awards honor youth ages 5 to 25 who perform at
least 100 hours of service to the community in a 12-month period - or, for those under age 15 at
least 50 hours. All award winners receive a gold or silver pin, a presidential certificate, and a
letter from the President. More than 17,000 Awards have been distributed thus far.
President's Student Service Scholarships - So long as Corporation for National Service funds
are available and matched by local contributors, each high school in the country may select up
to two students - preferably one junior and one senior - to receive a $1,000 President's Student
Service Scholarship for outstanding service to the community ($500 is provided by the
Corporation).
National Youth Service Day - National Youth Service Day is the largest annual service event in
the country mobilizing approximately 3 million young people and adults through thousands of
service projects. Its goal is to recognize the contributions of young people through service, to
mobilize the next generation of volunteers and service leaders. and to highlight youth as
resources in their communities. Next year's National Youth Service Day is April 14-15, 2000.
America Reads Challenge - The goal of this presidential challenge is to ensure that every child
can read by the end of the third grade. Thousands of AmeriCorps and AmeriCorps* VISTA
members, Senior volunteers, and college work-study students or volunteers are engaged in
organizing and participating in after-school, in-school, or summer literacy programs. The
Communities In Schools model for Schools of Promise is being replicated across the country.
City Cares is working with universities and colleges to get college tutors to give four hours per
week to tutor a child.
SERVEnet - Youth Service America is committed to having volunteer opportunities for every
zip code in America on its web site by the end of the year 2000. This database is accessible
through "Volunteer Now" boxes on popular culture web sites, such as MTV, NBA, Sears &
Roebuck, and Timberland, with Parade Magazine and REACT magazines now joining the
effort.
Youth Summit - A Youth Summit is in the initial stages of being organized as part of the Year
2000 National Community Service Conference in Orlando in June, 2000.
The Kindness and Justice Challenge - The K&J Challenge is Do Something's two-week
campaign to practice acts of kindness and justice for character education and leadership training
around the Martin Luther King Day Holiday. Last year 16,000 educators engaged more than
two million students in all 50 states in this effort.
Out-of-School and Summer Service Time - City Cares is encouraging summer time service,
working through camps. Its affiliates in Charlotte and Atlanta have developed good models for
the national effort. AmeriCorps, including City Year, the National Civilian Community Corps
(NCCC) and VISTA, is also giving summer service and vacation programs priority.
Bigs/Littles Serving Together - Big Brothers Big Sisters of America encourages its Bigs and
Littles and its "sibling matches" to do service together as a core activity in the mentoring
relationship. Some programs encourage service together once a month.
Older Students Mentoring or Tutoring Younger Students - Big Brothers Big Sisters' affiliates
are experimenting with high school and college students mentoring elementary school students.
In Boys & Girls Clubs' Keystone Clubs for 14-17 year olds, efforts are underway to encourage
older Club members to serve as mentors to younger Club members. Literacy corps and many
other local initiatives with AmeriCorps members and service-learning programs are engaged in
organizing high school or middle school students to tutor elementary students in after-school
programs.
Youth Affirmation - This new five-year, $5 million initiative of the Red Cross will make funds
available to forty local chapters who demonstrate effective collaborations with other youth
service organizations and within the Red Cross structure. Chapters are being encouraged to
integrate youth into their leadership structure and to provide substantive and diverse
opportunities for youth involvement.
Continuing Service Initiative for Former AmeriCorps Members -Working with the partners in
this Compact, the Corporation for National Service is developing a special registry of former
AmeriCorps members who are interested in continuing volunteer service and will match the
skills and experience of these alumni with the specific needs of nonprofit and educational allies.
The President issued this Call to Continuing Service on the Fifth Anniversary of AmeriCorps
and is writing to all 150, 000 former and current AmeriCorps members.
In addition to the primary joint undertakings described above, members of this Compact also
recognize the following initiatives of participating organizations and the contribution they make to
fulfilling all five promises through young people:
Service Passports: City Cares is developing a tool to allow young people to track their service
hours to prove eligibility for perks and discounts from corporate sponsors. The program is
currently in the first of three developmental phases. When it is ready to be expanded beyond the
City Cares network, many participating organizations are interested in supporting this initiative.
Schools of Promise: Communities in Schools is leading the charge on behalf of America's
Promise to serve as the broker to bring community agencies and volunteers into the schools to
deliver all five basic promises
Service-Learning Leader Schools: In its inaugural year, seventy high schools located in 41
states were selected through an annual competition and honored by the Corporation for National
Service for their exemplary efforts to integrate student service into the curriculum and life of the
school. Next year the competition will be extended to middle schools. Leader schools will play
an active role in spreading service-learning to other schools in their districts or states.
Civic Action: A new initiative of the YMCA funded through the Pew Charitable Trusts will
work with young people 18-25 years old to get them involved in community governance and
other aspects of civic life.
Youth of the Year Program: All Boys and Girls Clubs select a Youth of the Year, with service
as an important criterion. Each state chooses a winner and there are regional and national
Youths of the Year, all receiving cash scholarship awards. The $1,000 college scholarships for
service are also now available to local clubs for their Youths of the Year.
Family Matters: This program of the Points of Light Foundation promotes volunteering by
families and sponsors the national Family Volunteering Day.
Leadership 2000: This initiative of Youth Service America will seek to integrate service into
the current presidential campaign dialogue and debates.
Serve 2K: The Grantmaker Forum on Community and National Service is working with other
participants to agree on an integrated approach to communications and policy in order to infuse
service into the public discourse surrounding the millennium. A central aim of Serve 2K is to
create a "universal message" about service (like the auto industry's "buckle up" campaign) to
which organizations can attach their own tag lines and logos.
Y Earth Service Corps: This existing program of the YMCA engages teams of 10-15 high
school and college-age youth in planning and implementing environmental service projects.
This is part of the YMCA's growing effort to include service-learning in its youth activities.
The Fund for Social Entrepreneurs of Youth Service America: The Fund provides financial
support to talented individuals who are launching innovative national and community youth
]
service ventures. The Fund will add six slots designated for young people next year.
Do Something League: The Do Something organization is promoting a new "sport" of
community-building through which every school has a Community Coach to lead a year-round
curriculum teaching young people important skills in leadership and service.
Fostering Success: This Girl Scouts demonstration project in Michigan serves girls in foster
care as an effort to bring the long-standing and tested scouting program model to some new and
particularly under-served populations.
Mentoring Girls: Supported by the Met Life Foundation, this Girl Scouts demonstration project
is operating in 15 sites.
Girl Scouts Beyond Bars: In collaboration with the Department of Justice, this Girl Scouts
expansion effort works with girls whose mothers are incarcerated.
Border Initiative: In collaboration with the Texas Border Council and a leading national Latino
organization, this Girl Scouts expansion effort works with girls on the U.S. - Mexico border.
Prudential Youth Leadership Institute: This national innovative leadership and service training
program for high school age students is administered by Prudential, the Points of Light
Foundation, and Youth Service America. A network of 300 trainers from local
organizations/partners delivers the training across the country to more than 2,000 students each
year.
Organizations Participating in the Compact:
America's Promise
American Red Cross
Big Brothers Big Sisters
Boys and Girls Clubs
City Cares of America
Communities in Schools
Corporation for National Service
Do Something
Girl Scouts of America
Grantmaker Forum for Community and National Service
Points of Light Foundation
United Way of America
YMCA of the USA
Youth Service America
Organizations to be invited to join the Compact:
Boy Scouts of America
Campfire Boys and Girls
Campus Compact
Campus Outreach Opportunity League (COOL)
Center for Youth As Resources
City Year, Inc.
Girls Incorporated
Jewish Community Centers of North America
Job Corps, U.S. Department of Labor
Lions Club International
March of Dimes
Muscular Dystrophy Association
National 4-H Council
National Assembly of Health and Human Service Organizations
National Association of Police Athletic Leagues
National Fraternal Congress of America
National Governors' Association
National League of Cities
National Mentoring Partnership
National Youth Leadership Council
Urban League
U.S. Conference of Mayors
Volunteers of America
Women in Community Service
Youth Volunteer Corps of America
Partners in the Above Primary Youth Service Initiatives
For each of the initiatives described in the "Implementing the Strategy" section above, we list below
first the sponsoring organization and then, secondly, the organizations in this Compact that have so
far agreed to actively pursue them.
President's Student Service Awards, an initiative of the President and the Corporation for
National Service administered by the American Institute for Public Service, Points of Light
Foundation, and Youth Service America.
Organizational Partners: All organizations participating in this Compact.
President's Student Service Scholarships, an initiative of the President and the Corporation
for National Service administered by the Citizens' Scholarship Foundation of America.
Organizational Partners: The Points of Light Foundation, Communities in Schools, Boys &
Girls Clubs of America, Youth Service America, Do Something, the United Way of America,
and America's Promise.
National Youth Service Day, an initiative of Youth Service America.
Organizational Partners: Currently there are 34 National Partners that have signed up to promote
the event through their networks, including all organizations participating in this Compact.
America Reads Challenge, an initiative of the President, the Department of Education and the
Corporation for National Service.
Organizational Partners: Communities in Schools, Do Something, The Points of Light
Foundation, the YMCA of the USA, City Cares of America, the United Way of America, and
America's Promise.
SERVEnet, a service of Youth Service America for all youth service organizations.
Any organization can post volunteer opportunities and other service-related information on
SERVEnet for free. In addition, YSA is providing the Volunteer Now! box and database to
interested partners to place on their web sites.
Youth Summit
Organizational Partners: The Points of Light Foundation, United Way of America, Corporation
for National Service, Youth Service America, City Cares, Do Something, the American Red
Cross, Big Brothers/Big Sisters of America, the YMCA of the USA, and America's Promise.
Kindness and Justice Challenge, an initiative of Do Something
Organizational Partners: Youth Service America, United Way of America, the Points of Light
Foundation, Communities in Schools, the Corporation for National Service, and America's
Promise.
Out-of-School and Summer Service Time
Organizational Partners: City Cares of America, the Points of Light Foundation, Do Something,
Communities in Schools, Youth Service America, the Corporation for National Service, and
America's Promise.
Bigs/Littles Serving Together, an initiative of Big Brothers/Big Sisters of America.
Organizational Partners: Do Something, Corporation for National Service, and Youth Service
America.
Older Students Mentoring or Tutoring Younger Students
Organizational Partners: Big Brothers/Big Sisters of America, Boys & Girls Clubs of America,
The Points of Light Foundation the Corporation for National Service, and America's Promise.
Youth Affirmation, an initiative of the American Red Cross.
Organizational Partners: Do Something and the Corporation for National Service.
Continuing Service of Former AmeriCorps Members, an initiative of the Corporation for
National Service.
Organizational Partners: American Red Cross, Big Brothers/Big Sisters of America, Boys &
Girls Clubs of America, Points of Light Foundation, United Way of America, YMCA of the
USA, City Cares of America, Communities in Schools, Youth Service America, and America's
Promise.
Background on the Fifth Promise
The historic Presidents' Summit for America's Future - held in Philadelphia in April 1997 -
was designed to unleash a new level of energy, organizational commitment and citizen power to
help turn the tide for millions of children and youth who lack five basic conditions for success.
They are embodied in the five promises declared at Philadelphia and carried forth in the campaign
for America's Promise led by General Colin Powell - that all young persons in America will have:
(1) an ongoing relationship with a caring adult as mentor, tutor, coach; (2) safe places with
structured activities to learn and grow during non-school hours; (3) a healthy start and a healthy
future; (4) a marketable skill through effective education; and (5) an opportunity to give back
through their own service to the community.
Every young person needs all five basic promises, and there must be a common strategy for
delivering all five. But none of the promises is more important than the fifth one - that all young
people be challenged, inspired, and given opportunities to serve.
Much attention is paid to what's wrong with today's children and youth - the problems of
isolation, despair, and recklessness. The common response is to look to adults to help children. But
much more attention must be given to the role young people themselves can play in delivering the
five promises to their peers, to younger children, and to themselves.
Youth service - tapping into the talents and energies of young people - is part of the
antidote this country needs for our toxic culture of violence, apathy, and alienation. Recent
tragedies give ever more reason why we must invest in our young people, why we must ignite their
imaginations, why we must engage their minds and bodies in working along side people of different
racial, economic, and religious backgrounds to solve problems and achieve common goals. Young
people must be seen - and see themselves - as resources and solutions, not as problems and victims.
They must be asked to take responsibility, work hard, and become leaders.
Martin Luther King, Jr. said, "Everybody can be great because everybody can serve." To
fulfill America's Promise, every young person must be challenged and inspired to realize this
greatness. We must challenge families, schools, colleges and universities, communities of faith,
national service and youth corps, and community organizations to create more high quality
opportunities for young people to serve America.
Most importantly, we must ask. We must ask more of young people - to demonstrate their
power to lead, to serve, to deliver America's Promise to their peers and themselves. A Gallup Poll
showed that teens were nearly four times more likely to volunteer if they were asked than if they
were not. So we must ask all young people to become active-duty citizens-and to discover their
own potential through service.
History shows that great goals galvanize. The five promises of America's Promise have this
same potential. Our vision - the vision of Promise Five - is to make citizen service the common
expectation and common experience of all Americans. Raising people's sights to this vision is one
of the nation's greatest needs.
Taken from the working paper of the earlier advisory group on Promise Five:
"Tapping the Power and Talent of Young People."
OF
UNITED STATES
DEPARTMENT OF EDUCATION
NEWS
UNITED of LAMITA
FOR EMBARGOED RELEASE: 11 a.m.
Contact: David Thomas (202) 401-1579
September 29, 1999
Siobhan Dugan (202) 606-5000
SURVEY SHOWS COMMUNITY SERVICE, SERVICE LEARNING ON THE RISE
A new survey shows that many public schools are encouraging students to perform
community service and that much of this service is integrated into the curriculum, a practice
known as service-learning.
According to the survey, approximately one-third of public schools use service-learning
as part of the curriculum and nearly two-thirds have students involved in community service that
is recognized or arranged by the school.
Furthermore, the study finds that community service and service-learning are now rooted
in public education at all grade levels.
"Schools are teaching students to become better citizens by helping their fellow citizens,"
said U.S. Secretary of Education Richard W. Riley, "and making their community service even
more relevant by linking it to what they learn in school. This is a good recipe for-connecting
education to life experiences. The increase in these activities is a good sign for our schools, our
communities and our nation."
Riley added that he is encouraged by the complementary work of the Corporation for
National Service, which is ensuring that students pursue quality in their community service
experiences and that schools find innovative and effective ways to incorporate community
service activities into their curricula.
"The survey confirms what we've been hearing from educators - that service learning
makes a tremendous impact on students and their communities," said Harris Wofford, CEO of
the corporation. "Students develop solid citizenship skills by participating in projects to make
their communities better places to live."
-2-
Wofford will highlight findings from the report today in Philadelphia, along with James
Kohlmoos, deputy assistant education secretary, and David Hornbeck, Philadelphia's
superintendent of schools. During the event, students at Simon Gratz High School will
demonstrate the impact that service-learning has had on their education.
Service-Learning and Community Service in K-12 Public Schools, released by the
Education Department's National Center for Education Statistics, is the first study to provide
reliable national estimates of the percentage of public K-12 schools incorporating service-
learning into their course curriculum, as well as providing the most recent data on school
engagement in community service.
Highlights from the survey include:
Sixty-four percent of all public schools, including 83 percent of public high schools, had
students participating in community service activities recognized by or arranged through
the school;
Fifty-seven percent of all public schools organized community service activities for their
students;
Thirty-two percent of all schools organized service-learning as part of their curriculum,
including nearly half of all high schools;
Most schools with service-learning cited strengthening relationships among students, the
school and the community as key reasons for practicing service-learning; and
Eighty-three percent of schools with service-learning offered some type of support to
teachers integrating service-learning into the curriculum.
The survey also provides reliable national estimates on sources of funding to support
community service and service-learning, school policies making participation in service-learning
voluntary or mandatory, and how schools are implementing service-learning.
-MORE-
IMPROVING OUR SCHOOLS
and the CHALLENGE of CITIZENSHIP
A Declaration of Principles
O
urs is a nation blessed with unmatched resources and an inspiring tradition of self-government. As we face the rising of a new
century-indeed, a new era-perhaps no single issue demands more serious attention than how we shall go about assuring the
highest quality education for all Americans. The challenge of citizenship in a democratic society demands from each of us our very best.
What efforts must we make to develop the leadership and skills that it will take for our children not simply to survive but to thrive in
the 21st Century?
Education is the key to honoring America's promise. Our schools are indeed the crucible of our democracy. Their quality and constant
improvement-a daily obligation, a daily rediscovery-is very much the measure by which our success as a nation depends. That is a
daunting standard, but its achievement is within our grasp.
That is why we believe it is important to emphasize the common enterprise of school improvement and the national service movement.
Service-learning is the bridge. Travelers from both directions know how much each depends on the other, and how each contributes to
the greater good of our schools and indeed our public life. Working together, the Corporation for National Service and the United
States Department of Education seek to honor and to support the many thousands of teachers and parents and students who each day
continue to make distinctive contributions to the quality of learning and life in their many communities across the country.
Six principles declare our shared commitment to school improvement and what's best in our American tradition of self-help and com-
munity spirit. Each is a partner to the other; neither stands alone. Achievements across the country already demonstrate that there are
many effective ways to advance the goal of school improvement, and many models to praise and follow. No single formula for school
improvement will fit every local community's needs, but innovative service-learning is invariably a key feature of local school success. A
remarkable symmetry of both purpose and pedagogy illustrates the partnership we seek to advance.
Principle 1. All children can achieve higher levels of academic success while learning to serve if they are set challenging stan-
dards and given the opportunity to reach them.
Demand the most from young people and they will confidently exceed your best expectations. Not only do students learn more by serv-
ing their communities, but also their communities prosper as their students learn and provide needed service.
Principle 2. By solving real-life problems, students engaged in service-learning are challenged to exercise leadership and responsibility.
Citizenship is something we learn, not something we merely inherit. Hundreds of thousands of young people are learning to lead and
"getting things done" in America's communities.
Principle 3. School improvement and service-learning require career-long teaching and professional development.
Successful service-learning programs invariably find innovative ways to advance the twin goals of teacher development and innovative
curriculum development. That is the kind of partnership at the local level that will improve the quality of learning for all our children.
Principle 4. Improving our schools requires parental and community involvement.
Service-learning provides both teachers and parents with significant roles in helping students bridge the academic skills of the classroom
and the responsibilities of daily life.
Principle 5. Improving our schools requires the participation of the private sector and the full range of every community's resources.
Businesses, community organizations, places of worship, recreational centers, and institutions of higher education each has a distinctive
role to play in strengthening the partnerships between community service and the improvement of our schools. Partnerships of this
kind underscore the fundamentally local and community-based tradition of American public education.
Principle 6. Ours is a nation of diverse cultures. Yet we are one people.
Service-learning is a vital factor in the movement to improve our schools. Their partnership is essential to helping our children to
understand and to respect each other, and to exercise the rights and responsibilities of democratic citizenship.
Unflinching devotion to the highest academic standards and expectations of community responsibility are the cornerstones of genuine
education reform and national service. We invite and anticipate the support of every American.
Nick Richard W. Riley
Harris Harris Wofford Woffrd
Power
NA
P.
BRIDGING THE DIGITAL DIVIDE
NEWS RELEASE
FOR IMMEDIATE RELEASE
Contact:
Lisa Ellen (212) 453-2444
Susan Porter (202) 828-8866
MAJOR "DIGITAL DIVIDE" INITIATIVE LAUNCHED
Coalition of Business, Nonprofits and Government Partner to Reach Underserved Youth in
Thousands of Communities and Schools
A Breakthrough in Technology Access and Education --
New Organization Created to Advance Goals of America's Promise
AOL and Gateway CEOs Commit Internet Accounts, Computers and Millions in Grants
WASHINGTON, November 8, 1999 -- More than a dozen nonprofit organizations, major corporations
and federal agencies today launched a major new multimillion dollar initiative to help ensure that
America's underserved young people acquire the skills, experiences and resources they need to succeed
in the digital age.
The new initiative, called PowerUP™, is a unique partnership to give underserved children access to
technology and guidance on how to use it. Based in schools and community centers around the country,
PowerUP not only will provide young people with access to the wide range of content and information
on the Internet; it will also help them develop additional skills they need to succeed in the 21st century.
PowerUP will be able to scale quickly and reach thousands of young people because it will leverage
partnerships with numerous public and private organizations, and build on thousands of existing
community centers, schools and other locations nationwide. PowerUP partners will provide technology,
funding, trained personnel, in-kind support and other resources to help close the divide between young
people who have access to computer-based information or technology-related skills and those who don't.
AOL Chairman and CEO Steve Case, who is chairing PowerUP, said: "There's no single solution to
bridging the digital divide -- it's going to take all of us working together to make a difference. In a few
short years, the Internet has transformed nearly every aspect of our lives -- and is fast transforming our
society. The real question we face now is how we can make sure that everyone benefits from these
changes. We must take steps now so that in the Internet Century, no children are left behind."
Case added, "PowerUP has drawn inspiration from America's Promise to deliver positive youth
development opportunities to the nation's young people. Its goal is not only to provide young people
with access to computers and the Internet, but also to leverage technology's power and the potential of
the online medium to help young people develop character and competence."
- more -
100 ENTERPRISE WAY, #C2, SCOTT'S VALLEY, CALIFORNIA 95066 TEL: 831. 431. 1390
email: [email protected] www.powerup.org
PowerUP
2-2-2-2
Gateway Chairman and CEO Ted Waitt, a founding member of the board of PowerUP, said,
"The gap between the Internet haves and have nots is widening along racial, economic and
geographic lines, and we absolutely, positively cannot afford another divide in this country. We
can pull together. Nothing is more important in our lives and in the future of our communities
than ensuring all of our children have access to the tools and information they need to get ahead,
and stay ahead."
Note
Created as a nonprofit organization, PowerUP is guided by a board of directors that in addition to
Case and Waitt includes: Erskine Bowles, partner at Forstmann Little and former White House
chief of staff; Jean Case, President of the Case Foundation; Carly Fiorina, President and CEO of
Hewlett-Packard Company; Jack Kemp, Co-Director of Empower America; David Mercer,
National Executive Director of YMCA; Sam Nunn, Partner at King and Spalding and former
U.S. Senator; Leon Panetta, Director of the Panetta Institute and former Director of OMB and
White House chief of staff; Retired Army General Colin L. Powell, Chairman of America's
Promise; Franklin Raines, Chairman and CEO of Fannie Mae; and Roger Staubach, Chairman
and CEO, The Staubach Company.
A Compelling National Need
General Colin L. Powell (Ret.), Chairman of America's Promise, said, "PowerUP is a
breakthrough initiative that our nation urgently needs. As I've traveled throughout the country, it
has become clear to me that our future success as a nation will depend on how prepared our
young people are for the challenges of the 21st century. PowerUP will bring to the nation's
underserved youth the skills and experiences they need to build a successful future."
Harris Wofford, CEO of the Corporation for National Service, said, "AmeriCorps is proud to add
people power to PowerUP. We know from experience that just putting computer hardware and
an Internet connection in the schools is not enough. To unleash the full potential of young
people -- and of the computer -- kids need to know more than just how to surf the net. They need
to learn how to use computers to succeed in a digital world. AmeriCorps members will give
students access to advanced technology and compelling programming, in a safe environment
with a caring adult. Together, that's what all of us in PowerUP will do."
A Powerful Program Offering
PowerUP brings together several critical and innovative program elements to create a powerful
offering for community centers, schools and other locations nationwide. Key elements include:
Computers and Internet Access - Through major grants from the Waitt Family Foundation
and the AOL Foundation, PowerUP will provide 50,000 computers and 100,000 AOL
accounts for free Internet access to sites throughout the country.
- more -
PowerUP
3-3-3-3
Innovative, Life-enriching Interactive Programming - A unique "PowerUP Online" guide
aggregates information and organizes activities and resources according to the "five
promises" identified by America's Promise as essential for children to become successful
adults including: tools on how to find a mentor; fun and productive activities to do after
school; healthy lifestyle information; exploration of career opportunities and how to acquire
the skills needed to take advantage of them; community service; and links with real-time
community youth program opportunities provided by participating local youth serving
organizations. PowerUP Online, developed by the AOL Foundation, also includes a
scholastic/academic component addressing educational achievement.
An Army of Trained Workers - PowerUP will provide the people power needed to
effectively train young people in attaining digital literacy skills while offering them an
ongoing relationship with a caring adult in a safe environment. Initially more than 400
specially trained, full-time AmeriCorps* VISTA members and other staff will provide a
sustained and trained presence at PowerUP-supported centers where needed. One of the
shortcomings in technology education efforts to date has been lack of dedicated, capable
adult staff to work with young people in centers on a regular basis.
Partnering with Key Groups to Scale Quickly and on a Large Scale - PowerUP's goal is
to scale quickly to reach a national level. It will do this in two ways: by engaging key
partner groups at the national and local levels, and by providing flexible program options for
existing centers.
Youth-serving organizations - PowerUp will partner with local YMCAs, Boys &
Girls Clubs, Save the Children's "Web of Support" centers, National Urban
League, and other organizations with roots in thousands of communities across
the country to connect young people with additional learning and positive youth
development activities such as after-school sports, arts and crafts, or other classes
and technology services.
Federal agencies - In keeping with a PowerUP goal of enhancing scholastic
achievement and digital literacy, PowerUP will partner with the U.S. Department
of Education's Computer Technology Centers and 21st Century Community
Learning Centers to supplement and complement educational goals of children
both during and after school hours.
Corporations - Companies that have established their own sites or technology
programs may choose to add PowerUP program elements, and/or supply
additional financing or in-kind support either at the national or local level.
Private individuals and foundations - Financial and in-kind support.
- more -
PowerUP
4-4-4-4
Millions of Dollars in Local Community Grants - PowerUP will provide an initial total of
$5 million in direct grants to community- and school-based centers who wish to participate in
the PowerUP program. Grants may be used for any activities or resource needs that are
consistent with PowerUP's program goals.
Links with Schools - PowerUP works to enhance scholastic achievement and national
digital literacy goals by forming partnerships with local schools and educators. A section of
the PowerUP Online guide features a scholastic approach to educational attainment linked to
academic curricula, and AmeriCorps* VISTA members are responsible for connecting the
PowerUP program with local schools to supplement and complement educational goals of
young people both at school and after school.
Healthy Snacks - Through its partnership with PowerBar Inc., PowerUP will provide
PowerUP-supported sites with healthy snacks, including PowerBars, PowerBar Harvest bars,
and PowerBar Essentials bars.
Steve Case said, "We recognize that there are many projects underway in communities across the
nation that seek to bridge the digital divide, but they are fragmented and lack the scale necessary
to attract significant resources. PowerUP will help knit these initiatives into a national tapestry
and jump-start a crusade that can change the lives of millions of kids, bringing together an
unprecedented combination of people, skills and resources.
"PowerUP offers us the opportunity to make dramatic progress in establishing consistent,
quality-oriented methods and resources to ensure that technology centers and programs across
the country share a common standard of excellence in driving positive youth development," Case
said. "Just as the nation made a successful commitment to ensuring that every child has access
to public education starting at the age of five, we must now commit ourselves to ensuring that in
the 21st century every child in America has access to technology so that no one falls behind. This
mission is what PowerUP is all about."
Partnership Brings Funds, People, Skills and Resources
The PowerUP partnership brings a range of support services and resources to community centers,
schools and other youth service locations around the country:
National Benefactors - National benefactors of PowerUP include the Case Foundation, the
Waitt Family Foundation, AOL Inc./AOL Foundation, and The Corporation for National
Service (which houses AmeriCorps' and The YMCA of the USA. These
organizations will bring money, computers, access, interactive programming, trained staff
and other community-based services on a large scale to sites across the nation:
- more -
PowerUP
5-5-5-5
The Case Foundation, established by Steve and Jean Case, will provide an initial
grant of $10 million to establish PowerUP. The grant includes $5 million to cover
all staff and administrative costs of the program, enabling partnership
contributions to go directly to supporting or establishing in-site programs for
youth at centers across the country. Another $5 million will provide the local
community grants to benefit up to 5,000 local community centers and school-
based sites nationwide.
The Waitt Family Foundation, established by Ted and Joan Waitt and their
family, will supply computer hardware to PowerUP by providing 50,000 Gateway
computers and Internet appliances over the next three years.
AOL Inc./The AOL Foundation has donated its resources and staff to develop
PowerUP Online, a first-of-its kind interactive programming guide built around
the "five promises" that America's Promise has identified as essential for children
to become successful adults. PowerUP Online aggregates valuable content and
organizes activities and resources in an easy-to-use format for use in grades K-12.
In addition, 100,000 AOL accounts are being provided for centers that need them.
The Corporation for National Service (AmeriCorps* VISTA) is bringing people
power to PowerUP. Initially more than 400 AmeriCorps* VISTA members and
others in AmeriCorps will be trained and deployed to provide dedicated, full-time
mentoring and other assistance to schools, YMCAs, Boys & Girls Clubs, National
Urban League centers, Save the Children "Web of Support" centers, the U.S.
Department of Education's Computer Technology Centers and 21st Century
Community Learning Centers, and other community technology centers across
the country.
The YMCA of the USA will provide service-learning and positive youth
development opportunities for young people at PowerUP-supported sites,
including providing a sustained presence of caring, supportive adults who
regularly interact with parents and teachers in the community.
Founding National Partners - Founding national partners who will
support the program through their existing networks of community-based
centers, training programs, in-kind contributions and other activities
include Sun Microsystems, Boys & Girls Clubs of America, Save the
Children, National Urban League, Communities in Schools,
FamilyEducation Network, PowerBar Inc., and the U.S. Department of
Education's Computer Technology Centers and 21st Century Community
Learning Centers.
- more -
PowerUP
6-6-6-6
Founding Local Sponsors - Founding local sponsors who have
established pilot sites for PowerUP in their communities include
Microsoft, Sun Microsystems, the Northern Virginia Technology Council,
and the Case Foundation. The sites are located in San Jose, CA; Seattle,
WA; Alexandria, VA; and Washington, DC. The sites are additionally
supported by the YMCAs of Santa Clara Valley, Greater Seattle, and
Metropolitan Washington, which provide service-learning and positive
youth development opportunities.
PowerUP is a commitment to America's Promise. America's Promise - - The Alliance for Youth
led by General Colin Powell, is dedicated to mobilizing individuals, groups and organizations
from every part of American life, to build and strengthen the character and competence of our
youth.
###
Danny wentul
Dan Chenok
D-R-A-F-T
10/19/99 5:24 AM
5-4951
October 1999
Dear Former AmeriCorps Member,
Alxinean cija
5-3263
Along with some 150,000 other AmeriCorps members you have turned the idea of
national service into a reality. Together you have made a difference in thousands of
communities and in the lives of millions of Americans. The measure of your success is in
the children mentored and tutored, the volunteers recruited, trained and organized, the
homes built and renovated, the schools repaired, the neighborhoods made safe, the parks
restored, the natural disasters to which you responded, and the ways you raised the spirits
of those you helped.
In your service you saw first-hand the big challenges that confront our
communities and our country. More than ever, we need citizens who are willing to step
forward to take responsibility personally. Like veterans of military service and returned
Peace Corps volunteers, AmeriCorps alumni have special experience that can be a
powerful force for good in our country. On the day you were sworn into AmeriCorps,
you promised to "carry this commitment with me this year and beyond." Today, I urge
you to make good on this promise and to put the skills you developed as an AmeriCorps
member to work in sustained volunteer service.
To help you answer this renewed "call to service," I have asked the Corporation
for National Service to assist you in finding powerful and challenging volunteer
opportunities. First, the Corporation will establish a registry of former AmeriCorps
members who are interested in continued volunteer service and who want to connect with
special volunteer opportunities. Second, the Corporation will make agreements with
leading non-profit organizations that want to tap the experience of former AmeriCorps
members. The Corporation will then share the names of interested former AmeriCorps
members with those organizations.
To sign up for the AmeriCorps Alumni Volunteer Registry, please [WHAT?].
In addition, I urge to contact the AmeriCorps Alums, a private organization not
affiliated with the Corporation, for additional service opportunities, and to stay in touch
with your colleagues. Information about AmeriCorps Alums can be found at
no.
www.americorpsalums.org.
Then
Thank you for the work you have already done as an AmeriCorps member to build
similley
the American community. You are among the new leaders of our country for the 21st
century. As you fulfill your goals for your own life, I hope you will also use the
experience and skills you gained as an AmeriCorps member to continue to make a
difference in your community.
own
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Sincerely,
William Jefferson Clinton
Eric P. Liu
11/16/99 05:43:10 PM
Record Type:
Record
To:
Ann O'Leary/OPD/EOP@EOP, Karin Kullman/OPD/EOP@EOP
CC:
Anna Richter/OPD/EOP@EOP
Subject: national campaign board meeting
It would be easier to sell if Jeff had some sort of announcement. Ann -- can you check in with him when
you get back and see what he might have to offer? I think he'll have some board members to announce,
but ideally he'd have an action of some scale and significance to unveil.
Forwarded by Eric P. Liu/OPD/EOP on 11/16/99 05:41 PM
Karin Kullman
11/09/99 07:14:34 PM
Record Type:
Record
To:
Bruce N. Reed/OPD/EOP@EOP, Eric P. Liu/OPD/EOP@EOP
CC:
Ann O'Leary/OPD/EOP@EOP
Subject: national campaign board meeting
Jeff Bleich called me today regarding a date in December for the National Campaign's first board meeting.
They would like to plan it for sometime in December, possibly out at AOL in Dulles, VA.) He would like to
do some type of reception or event with the President before or after the meeting. I told him that I didn't
think people here would start thinking about the December schedule until at least next week or the week
after at the earliest. Do we want to start pushing to find a date for this? Do you want me to submit a
scheduling proposal?
cm
Thomas L. Freedman
11/18/99 11:03:51 AM
Record Type:
Record
To:
Ann O'Leary/OPD/EOP@EOP
CC:
Subject: Re: powell/clinton Itrs
I got no intellect on this issue. Could you read and see if they make sense?
Forwarded by Thomas L. Freedman/OPD/EOP on 11/18/99 11:03 AM
Eric P. Liu
11/18/99 10:30:05 AM
Record Type:
Record
To:
Thomas L. Freedman/OPD/EOP@EOP
cc:
Subject: Re: powell/clinton Itrs
this was our last emailing about it; I believe the attached docs are my revised versions, which you were
going to further revise per Tanya's note. Anyway, if you want, loop up with Ann O'Leary Monday and pass
it all on to her -- let's just make sure the letters get out.
Forwarded by Eric P. Liu/OPD/EOP on 11/18/99 10:28 AM
Eric P. Liu
08/11/99 02:16:47 PM
Record Type:
Record
To:
Thomas L. Freedman/OPD/EOP@EOP
CC:
Subject: Re: powell/clinton Itrs
Hope that's enough guidance to revise/send out the Itrs.
Let's you and I get lunch next week.
Forwarded by Eric P. Liu/OPD/EOP on 08/11/99 02:16 PM
Tanya E. Martin
08/11/99 01:08:59 PM
Record Type:
Record
To:
Bruce N. Reed/OPD/EOP@EOP
CC:
eric p. liu/opd/eop@eop, thomas I. freedman/opd/eop@eop, tanya e. martin/opd/eop@eop
bcc:
Subject: Re: powell/clinton Itrs
I think it should be reworded to say that he's reiterating the challenge. Here's my understanding of the
President's challenge on federal work study (FWS) and community service.
As of July 1994 colleges and universities are required to use at least 5% of FWS funds for students
engaged in community service. In 1996, as part of his America Reads Challenge, the President
challenged the higher education community to commit 100,000 FWS students to serve as reading tutors.
In order to reach that goal, the President asked universities and colleges to earmark 50% of the increase
in FWS funding that they received for the 1997-98 school year to place students in community service
assignements, particularly as reading tutors in elementary schools. In exchange, the government waived
the 25% FWS matching requirement for all federal work-study students serving as reading tutors to
preschool and elementary children. [We apparently considered raising the 5% community service
requirement to a 50% requirement, but decided to make it a voluntary "challenge".]
Bruce N. Reed
Bruce N. Reed
08/11/99 11:52:57 AM
Record Type:
Record
To:
Eric P. Liu/OPD/EOP@EOP
CC:
thomas I. freedman/opd/eop@eop, tanya e. martin/opd/eop@eop
bcc:
Subject: Re: powell/clinton Itrs
The letter looks fine. Tanya, I'm trying to remember -- did the President already issue the challenge on
50% of work-study funds by 2002? When was that? If so, we should make sure Powell's letter says he's
"reiterating the President's challenge that... II
Eric P. Liu
Eric P. Liu
08/10/99 07:55:28 PM
Record Type:
Record
To:
Thomas L. Freedman/OPD/EOP@EOP
cc:
Bruce N. Reed/OPD/EOP@EOP, Tanya E. Martin/OPD/EOP@EOP
Subject: powell/clinton Itrs
made some changes. powell Itr.doc potus workstudy.doc
Dear President
,
As Chairman of America's Promise: The Alliance for Youth, I am writing to enlist your support
in a very important endeavor.
Two years ago at the Presidents' Summit for America's Future, all the living Presidents and
thousands of other Americans pledged to harness the power of volunteerism in the service of our
nation's youth. America's Promise was born at that summit, and it continues today to mobilize
communities, individuals and institutions to keep five key promises to every youngster: an
ongoing relationship with a caring adult; a safe place with structured activities during nonschool
hours; a healthy start; a marketable skill through effective education; and an opportunity to give
back through community service.
Colleges and universities can play a crucial role in this crusade. One very substantial way you
can contribute is by using the Federal College Work Study program to enable hundreds of
thousands of college students to serve in the communities where they study. By being tutors or
mentors, college students can make a tangible difference in the lives of young children. I can
attest that there are thousands more nonprofit organizations, schools and community groups that
would benefit profoundly from the energy and idealism of your students.
I therefore join President Clinton in asking you to commit a greater share of your work study
assignments to community service. so that 50 percent of the Federal College Work Study funds
will be dedicated to service by the year 2002] Institutions of higher learning have always been
leaders in the life of our nation. I hope you will seize this opportunity to demonstrate that
leadership again.
Thank you.
Colin Powell
Dear President
,
I want to commend you for all that you and your institution have done to inspire our nation's
young people. And I want to urge you today, in the strongest terms possible, to continue that
important work by increasing the portion of your Federal College Work Study resources that
support community service.
As you may know, one of the original purposes of the Federal College Work Study program was
to encourage college students to participate in service activities and to engender in students a
sense of social responsibility. Over the years, that emphasis has been lost. I believe it is time to
revive that spirit of service.
crew
My Administration has substantially increased the level of federal support for Work Study, from
$617 million in 1993 to a proposed $934 in the 2000 budget. Yet today only about 10 percent of
such funds support service by students. Secretary Riley and I have also made it easier to direct
work Study finds to community service by waiving matching requirements for literacy and math
initiatives, and many college and university presidents have committed to the America Reads
Challenge and America Counts Challenge. Much more, however, remains to be done.
I challenge you to embrace the goal of dedicating 50 percent of your Federal Work Study funds
to support community service by the year 2002. Our prosperity and security give us the
opportunity and the obligation to rally all Americans - and especially students - to the
importance of citizen service. Now more than ever, the definition of a great educational
institution must include not only the quality education it offers in the classroom but also the
leadership it provides in the surrounding community.
I appreciate all that you have done already, and I look forward to your participation in this effort
to strengthen our communities and empower our young people.
William J. Clinton
Coin Summit stuff
Eric P. Liu
11/18/99 11:28:36 AM
Record Type:
Record
To:
Ann O'Leary/OPD/EOP@EOP
CC:
Subject: work study
Ann -- Tom F had drafted these letters way back in my first wk here in August, I revised them, Tanya
martin (since gone) had a change, and then the letters apparently never got sent out. Would you pls take
this over and make sure the revised letters get out soonest? I'll forward you the last email traffic on this I
have. Thanks.
Forwarded by Eric P. Liu/OPD/EOP on 11/18/99 11:26 AM
"Gomperts, John" <[email protected]>
11/17/99 10:38:15 PM
Record Type:
Record
To:
Eric P. Liu/OPD/EOP
CC:
Subject: work study
The letter we sent in for the President's signature on work study has become
lost in the abyss. Do you have a sense of where it is? I would really like
to get this moving. He and Powell discussed and agreed to move forward on
this six months ago today.
Let's put it on the agenda for our chat. Thanks. JG
12/10/99 FRI 13:00 FAX 401 729 5608
CONG PJ KENNEDY
006
Some questions Congressman Kennedy has prepared
How can adults -- parents, mentors, neighbors,
religious leaders, teachers - stay engaged with
students and help them through difficult times or
times when they are thinking of turning to
violence?
How does self respect, respect of fellow
students, and respect for the authority figures
affect students' reactions to violence?
How can we encourage students to be more
accepting of "outcasts?" What role do "cliques"
and labels play such as "jocks, preps, or
nerds ?".
What about the role of parents, should we make
it mandatory that every parent must take an
active part in their teen's school?
8
12/10/99 FRI 13:00 FAX 401 729 5608
CONG PJ KENNEDY
007
In light of the fact that acts of violence are
happening early....just last week a seventh grade
student in Fort Gibson, Oklahoma, brought a
gun to school and wounded several students,
when do intervention efforts need to start
elementary school, middle school, junior
high?????
9
UMB LABOR BRANCH
ID:202-395-1596
DEC 09'99 19:28 No.001 P.01
OF THE
A
PRESIDENT
OF THE OFFICE THE UNITED OFFICE OF OFFICE 130009 OF STATE
EXECUTIVE OFFICE OF THE PRESIDENT
OFFICE OF MANAGEMENT AND BUDGET
WASHINGTON, D.C. 20503
LABOR BRANCH FAX SHEET
DATE:
12/10/99
TO:
ANN 0 Leary
FROM:
LARRY Matlack
COMMENTS:
National Service.
NUMBER OF PAGES (INCLUDING COVER)
10
CONFIRMATION: (202) 395-3262
FAX NUMBER: (202) 395-1596