A complete version of HR1388 can be found here!
Watch President Obama at the signing ceremony of HR 1388 the G.I.V.E. (Generations
Invigorating Volunteerism and Education) Act/
Edward M. Kennedy Serve
America Act here!
A shorter version of amendments and highlighted "Service-Learning"
within HR1388 is below.
All we ask is that you read the research
on "Service-Learning" and how much it benefits everyone involved.
would also appreciate your support, as we do our very best to provide Service-Learning opportunities for anyone who would
like to join in on the fun!
How much will Service-Learning benefit your
Text of H.R. 1388: Generations Invigorating Volunteerism and Education Act/Edward M. Kennedy Serve America
TITLE I--AMENDMENTS TO
NATIONAL AND COMMUNITY SERVICE ACT OF 1990
SEC. 1001. REFERENCES.
Except as otherwise specifically provided, whenever in this title an amendment or repeal is expressed
in terms of an amendment to, or repeal of, a provision, the amendment or repeal shall be considered to be made to a provision
of the National and Community Service Act of 1990 (42 U.S.C. 12501 et seq.).
Subtitle A--Amendments to Subtitle A (General Provisions)
support institutions of higher education that engage students in community service activities and provide high-quality service-learning opportunities; and
‘(19) recognize the expertise veterans can offer to national service programs,
expand the participation of the veterans in the national service programs, and assist the families of veterans and members
of the Armed Forces on active duty.’.
Subtitle B--Amendments to Subtitle B (Learn
and Serve America)
SEC. 1201. SCHOOL-BASED ALLOTMENTS.
‘PART I--PROGRAMS FOR ELEMENTARY AND
SECONDARY SCHOOL STUDENTS
‘SEC. 111. PURPOSE.
‘The purpose of this part is to promote
service-learning as a strategy to--
‘(1) support high-quality service-learning projects that engage
students in meeting community needs with demonstrable results, while enhancing students’ academic and civic learning;
‘(2) support efforts to build institutional capacity, including the training of educators, and
to strengthen the service infrastructure to expand service opportunities.
planning and building the capacity within the State, territory, or Indian tribe involved to implement service-learning
programs that are based principally in elementary schools and secondary schools, including--
training and professional development for teachers, supervisors, personnel from community-based entities (particularly with
regard to the recruitment, utilization, and management of participants), and trainers, to be conducted by qualified individuals
or organizations that have experience with service-learning;
service-learning curricula, consistent with State or local academic content standards, to be integrated into
academic programs, including curricula for an age-appropriate learning component that provides participants an opportunity
to analyze and apply their service experiences;
‘(C) forming local partnerships described in paragraph (2) or (4)(D) to develop
school-based service-learning programs in accordance with this part;
appropriate methods for research on and evaluation of the educational value of service-learning and the effect of
service-learning activities on communities;
‘(2) implementing, operating, or expanding school-based service-learning
programs, which may include paying for the cost of the recruitment, training, supervision, placement, salaries, and benefits
of service-learning coordinators, through distribution by State educational agencies, territories,
and Indian tribes of Federal funds made available under this part to projects operated by local partnerships among--
‘(3) planning of school-based service-learning programs, through distribution by State
educational agencies, territories, and Indian tribes of Federal funds made available under this part to local educational
agencies and Indian tribes, which planning may include paying for the cost of--
‘(A) the salaries and benefits of service-learning coordinators; or
‘(B) the recruitment, training and professional development, supervision,
and placement of service-learning coordinators who may be participants in a program under subtitle C or
receive a national service educational award under subtitle D, who may be participants in a project under section 201 of the
Domestic Volunteer Service Act of 1973 (42 U.S.C. 5001), or who may participate in a Youthbuild program under section 173A of the Workforce Investment Act of 1998 (29 U.S.C. 2918a),
who will identify the community partners described in paragraph (2)(B) and assist in the design and implementation of
a program described in paragraph (2);
‘(4) implementing, operating, or expanding school-based service-learning
programs to utilize adult volunteers in service-learning to improve the education of students, through distribution
by State educational agencies, territories, and Indian tribes of Federal funds made available under this part to--
as service-learning programs, civic engagement programs that promote a better understanding of--
the principles of the Constitution, the heroes of United States history (including military heroes), and the meaning of the
Pledge of Allegiance;
‘(B) how the Nation’s government functions; and
‘(C) the importance of service in the
‘(b) Duties of Service-Learning Coordinator- A service-learning coordinator referred to in paragraph (2) or (3) of subsection (a) shall provide services
to a local partnership described in subsection (a)(2) or entity described in subsection (a)(3), respectively, that may include--
providing technical assistance and information to, and facilitating the training of, teachers and assisting in the planning,
development, execution, and evaluation of service-learning in their classrooms;
local partnerships described in subsection (a)(2) in the planning, development, and execution of service-learning
projects, including summer of service programs;
‘(3) assisting schools and local educational agencies in developing school
policies and practices that support the integration of service-learning into the curriculum; and
Rule- A State educational agency described in section 111A(2)(A) may designate a statewide entity (which may be a community-based
entity) with demonstrated experience in supporting or implementing service-learning programs, to receive
the State educational agency’s allotment under this part, and carry out the functions of the agency under this part.
Consultation With Secretary of Education- The Corporation is authorized to enter into agreements with the Secretary of Education
for initiatives (and may use funds authorized under section 501(a)(6) to enter into the agreements if the additional costs
of the initiatives are warranted) that may include--
‘(1) identification and dissemination of research findings on service-learning
and scientifically valid research based practices for service-learning; and
of professional development opportunities that--
‘(A) improve the quality of service-learning instruction and
delivery for teachers both preservice and in-service, personnel from community-based entities and youth workers; and
create and sustain effective partnerships for service-learning programs between local educational agencies,
community-based entities, businesses, and other stakeholders.
‘SEC. 112A. ALLOTMENTS.
‘(c) Reallotment- If the Corporation determines
that the allotment of a State, territory, or Indian tribe under this section will not be required for a fiscal year because
the State, territory, or Indian tribe did not submit and receive approval of an application for the allotment under section
113, the Corporation shall make the allotment for such State, territory, or Indian tribe available for grants to community-based
entities to carry out service-learning programs as described in section 112(b) in such State, in such
territory, or for such Indian tribe. After community-based entities apply for grants from the allotment, by submitting an
application at such time and in such manner as the Corporation requires, and receive approval, the remainder of such allotment
shall be available for reallotment to such other States, territories, or Indian tribes with approved applications submitted
under section 113 as the Corporation may determine to be appropriate.
‘SEC. 113. APPLICATIONS.
Applications to Corporation for Allotments-
‘(A) a proposal for a 3-year plan promoting service-learning,
which shall contain such information as the Chief Executive Officer may reasonably require, including how the applicant will
integrate service opportunities into the academic program of the participants;
‘(ii) include any opportunities for students,
enrolled in schools or programs of education providing elementary or secondary education, to participate in service-learning
programs and ensure that such service-learning programs include opportunities for such students to serve
‘(iii) involve participants in the design and operation of the programs;
service-learning in areas of greatest need, including low-income or rural areas; and
integrate service opportunities into the academic program of the participants; and
that the applicant will comply with the nonduplication and nondisplacement requirements of section 177 and the notice, hearing,
and grievance procedures required by section 176.
‘(b) Application to State, Territory,
or Indian Tribe for Assistance To Carry Out School-Based Service-Learning Programs-
‘SEC. 114. CONSIDERATION
‘(a) Criteria for Local Applications- In providing assistance under this part, a State educational
agency, territory, or Indian tribe (or the Corporation if section 112A(c) applies) shall consider criteria with respect to
sustainability, replicability, innovation, and quality of programs.
‘(b) Priority for Local Applications-
In providing assistance under this part, a State educational agency, territory, or Indian tribe (or the Corporation if section
112A(c) applies) shall give priority to entities that submit applications under section 113 with respect to service-learning
programs described in section 111 that are in the greatest need of assistance, such as programs targeting low-income areas
or serving economically disadvantaged youth.
‘SEC. 115. PARTICIPATION OF STUDENTS AND TEACHERS FROM
‘(a) In General- To the extent consistent with the number of students in the State, in the territory,
or served by the Indian tribe or in the school district of the local educational agency involved who are enrolled in private
nonprofit elementary schools and secondary schools, such State, territory, or Indian tribe, or agency shall (after consultation
with appropriate private school representatives) make provision--
‘(1) for the inclusion of services and
arrangements for the benefit of such students so as to allow for the equitable participation of such students in the programs
implemented to carry out the objectives and provide the benefits described in this part; and
‘(2) for the
training of the teachers of such students so as to allow for the equitable participation of such teachers in the programs
implemented to carry out the objectives and provide the benefits described in this part.
If a State, territory, Indian tribe, or local educational agency is prohibited by law from providing for the participation
of students or teachers from private nonprofit schools as required by subsection (a), or if the Corporation determines that
a State, territory, Indian tribe, or local educational agency substantially fails or is unwilling to provide for such participation
on an equitable basis, the Chief Executive Officer shall waive such requirements and shall arrange for the provision of services
to such students and teachers.
‘SEC. 116. FEDERAL, STATE, AND LOCAL CONTRIBUTIONS.
‘(C) the institution or partnership may coordinate with service-learning
curricula being offered in the academic curricula at the institution of higher education or at 1 or more members of the partnership;’;
(C) in paragraph (3)--
(i) in the matter preceding subparagraph (A), by striking ‘teachers at the elementary, secondary, and postsecondary
levels’ and inserting ‘institutions of higher education and their faculty’;
(ii) in subparagraph (A), by striking
‘education of the institution; and’ and inserting ‘curricula of the institution to strengthen the instructional
capacity of teachers to provide service-learning at the elementary and secondary levels;’;
(iii) by redesignating
subparagraph (B) as subparagraph (C); and
(iv) by inserting after subparagraph (A) the following:
service-learning as a component of other curricula or academic programs (other than education curricula or
programs), such as curricula or programs relating to nursing, medicine, criminal justice, or public policy; and’;
‘(A)(i) the number of undergraduate and, if applicable, graduate service-learning
courses offered at such institution for the most recent full academic year preceding the fiscal year for which designation
is sought; and
‘(1) IN GENERAL- Using sums reserved under section 501(a)(1)(C) for Campuses of Service, the Corporation
shall provide an award of funds to institutions designated under subsection (c), to be used by the institutions to develop
or disseminate service-learning models and information on best practices regarding service-learning
to other institutions of higher education.
‘(2) PLAN- To be eligible to receive funds under this subsection, an institution
designated under subsection (c) shall submit a plan to the Corporation describing how the institution intends to use the funds
to develop or disseminate service-learning models and information on best practices regarding service-learning to other institutions of higher education.
‘(3) ALLOCATION- The Corporation shall
determine how the funds reserved under section 501(a)(1)(C) for Campuses of Service for a fiscal year will be allocated among
the institutions submitting acceptable plans under paragraph (2). In determining the amount of funds to be allocated to such
an institution, the Corporation shall consider the number of students at the institution, the quality and scope of the plan
submitted by the institution under paragraph (2), and the institution’s current (as of the date of submission of the
plan) strategies to encourage or assist students to pursue public service careers in the nonprofit sector or government.’.
1204. INNOVATIVE PROGRAMS AND RESEARCH.
Subtitle B of title I (42 U.S.C. 12521 et seq.), as amended by section 1203, is further amended by adding at the end the following:
‘PART III--INNOVATIVE AND COMMUNITY-BASED SERVICE-LEARNING PROGRAMS AND RESEARCH
‘SEC. 119. INNOVATIVE AND COMMUNITY-BASED SERVICE-LEARNING PROGRAMS AND RESEARCH.
Definitions- In this part:
‘(1) ELIGIBLE ENTITY- The term ‘eligible entity’ means a State educational agency,
a State Commission, a territory, an Indian tribe, an institution of higher education, or a public or private nonprofit organization
(including community-based entities), a public or private elementary school or secondary school, a local educational agency,
a consortium of such entities, or a consortium of 2 or more such entities and a for-profit organization.
PARTNERSHIP- The term ‘eligible partnership’ means a partnership that--
‘(A) shall include--
‘(i) 1 or more
community-based entities that have demonstrated records of success in carrying out service-learning
programs with economically disadvantaged students, and that meet such criteria as the Chief Executive Officer may establish;
‘(ii) a local educational agency for which--
‘(4) YOUTH ENGAGEMENT ZONE PROGRAM- The term ‘youth engagement zone
program’ means a service-learning program in which members of an eligible partnership collaborate
to provide coordinated school-based or community-based service-learning opportunities--
‘(A) in order
to address a specific community challenge;
‘(B) for an increasing percentage of out-of-school youth and secondary school
students served by a local educational agency; and
‘(C) in circumstances under which--
‘(i) not less than 90 percent of such
students participate in service-learning activities as part of the program; or
‘(ii) service-learning is a part of the curriculum in all of the secondary schools served by the local educational
‘(b) General Authority- From the amounts appropriated to carry out this part
for a fiscal year, the Corporation may make grants (which may include approved summer of service positions in the case of
a grant for a program described in subsection (c)(8)) and fixed-amount grants (in accordance with section 129(l)) to eligible
entities or eligible partnerships, as appropriate, for programs and activities described in subsection (c).
Authorized Activities- Funds under this part may be used to--
‘(1) integrate service-learning programs into the science,
technology, engineering, and mathematics (referred to in this part as ‘STEM’) curricula at the elementary, secondary,
postsecondary, or postbaccalaureate levels in coordination with practicing or retired STEM professionals;
students in service-learning programs focusing on energy conservation in their community, including
conducting educational outreach on energy conservation and working to improve energy efficiency in low-income housing and
in public spaces;
‘(3) involve students in service-learning programs in emergency and disaster preparedness;
involve students in service-learning programs aimed at improving access to and obtaining the benefits
from computers and other emerging technologies, including improving such access for individuals with disabilities, in low-income
or rural communities, in senior centers and communities, in schools, in libraries, and in other public spaces;
involve high school age youth in the mentoring of middle school youth while involving all participants in service-learning
to seek to meet unmet human, educational, environmental, public safety, or emergency and disaster preparedness needs in their
‘(6) conduct research and evaluations on service-learning, including service-learning in middle schools, and disseminate such research and evaluations widely;
innovative and creative activities as described in section 112(a);
‘(8) establish or implement summer of
service programs (giving priority to programs that enroll youth who will be enrolled in any of grades 6 through 9 at the end
of the summer concerned) during the summer months (including recruiting, training, and placing service-learning
‘(A) for youth who will be enrolled in any of grades 6 through 12 at the end of the summer concerned;
‘(B) for community-based service-learning projects--
‘(i) that shall--
meet unmet human, educational, environmental (including energy conservation and stewardship), and emergency and disaster preparedness
and other public safety needs; and
‘(II) be intensive, structured, supervised, and designed to produce identifiable
improvements to the community;
‘(ii) that may include the extension of academic year service-learning
programs into the summer months; and
‘(iii) under which a student who completes 100 hours of service as described
in section 146(b)(2), shall be eligible for a summer of service educational award of $500 or $750 as described in sections
146(a)(2)(C) and 147(d);
‘(9) establish or implement youth engagement zone programs in youth engagement
zones, for students in secondary schools served by local educational agencies for which a majority of such students do not
participate in service-learning activities that are--
‘(A) carried out by eligible partnerships;
‘(B) designed to--
‘(i) involve all students in secondary schools served by the local educational
agency in service-learning to address a specific community challenge;
student engagement, including student attendance and student behavior, and student achievement, graduation rates, and college-going
rates at secondary schools; and
‘(iii) involve an increasing percentage of students in secondary school and
out-of-school youth in the community in school-based or community-based service-learning activities each
year, with the goal of involving all students in secondary schools served by the local educational agency and involving an
increasing percentage of the out-of-school youth in service-learning activities; and
conduct semester of service programs that--
‘(A) provide opportunities for secondary school students to participate in
a semester of coordinated school-based or community-based service-learning opportunities for a minimum of 70 hours
(of which at least a third will be spent participating in field-based activities) over a semester, to address specific community
‘(B) engage as participants high percentages or numbers of economically disadvantaged students;
allow participants to receive academic credit, for the time spent in the classroom and in the field for the program, that
is equivalent to the academic credit for any class of equivalent length and with an equivalent time commitment; and
ensure that the classroom-based instruction component of the program is integrated into the academic program of the local
educational agency involved; and
‘(11) carry out any other innovative service-learning
programs or research that the Corporation considers appropriate.
‘(d) Applications- To be eligible to receive
a grant to carry out a program or activity under this part, an entity or partnership, as appropriate, shall prepare and submit
to the Corporation an application at such time and in such manner as the Chief Executive Officer may reasonably require, and
obtain approval of the application.
‘(e) Priority- In making grants under this part, the Corporation shall give
priority to applicants proposing to--
‘(1) involve students and community stakeholders in the design and implementation
of service-learning programs carried out using funds received under this part;
service-learning programs in low-income or rural communities; and
‘(3) utilize adult volunteers, including
tapping the resources of retired and retiring adults, in the planning and implementation of service-learning
‘(1) TERM- Each program or activity funded under this part shall be carried
out over a period of 3 years, which may include 1 planning year. In the case of a program funded under this part, the 3-year
period may be extended by 1 year, if the program meets performance levels established in accordance with section 179(k) and
any other criteria determined by the Corporation.
‘(2) COLLABORATION ENCOURAGED- Each entity carrying out a program or activity
funded under this part shall, to the extent practicable, collaborate with entities carrying out programs under this subtitle,
subtitle C, and titles I and II of the Domestic Volunteer Service Act of 1973 (42 U.S.C. 4951 et seq., 5001 et seq.).
‘(3) EVALUATION- Not later than 4 years after the effective date of the Serve
America Act, the Corporation shall conduct an independent evaluation of the programs and activities carried out using funds
made available under this part, and determine best practices relating to service-learning and recommendations
for improvement of those programs and activities. The Corporation shall widely disseminate the results of the evaluations,
and information on the best practices and recommendations to the service community through multiple channels, including the
Corporation’s Resource Center or a clearinghouse of effective strategies.’.
SEC. 1205. SERVICE-LEARNING IMPACT STUDY.
Subtitle B of title I (42 U.S.C. 12521 et seq.), as amended by section 1204, is further amended by adding at the end the following:
‘PART IV--SERVICE-LEARNING IMPACT STUDY
120. STUDY AND REPORT.
‘(1) IN GENERAL- From the sums reserved under section 501(a)(1)(B) for this
section, the Corporation shall enter into a contract with an entity that is not otherwise a recipient of financial assistance
under this subtitle, to conduct a 10-year longitudinal study on the impact of the activities carried out under this subtitle.
CONTENTS- In conducting the study, the entity shall consider the impact of service-learning activities carried
out under this subtitle on students participating in such activities, including in particular examining the degree to which
‘(A) improved student academic achievement;
‘(B) improved student engagement;
improved graduation rates, as defined in section 1111(b)(2)(C)(vi) of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6311(b)(2)(C)(vi)) and as clarified in applicable regulations promulgated by the Department of Education; and
the degree to which the participants in the activities engaged in subsequent national service, volunteering, or other service
activities, or pursued careers in public service, in the nonprofit sector or government.
In carrying out such study, the entity shall examine the impact of the service-learning activities on the
4 factors described in subparagraphs (A) through (D) of paragraph (2), analyzed in terms of how much time participants were
engaged in service-learning activities.
‘(4) BEST PRACTICES- The entity shall
collect information on best practices concerning using service-learning activities to improve the 4 factors.
Interim Reports- The entity shall periodically submit reports to the Corporation containing the interim results of the study
and the information on best practices. The Corporation shall submit such reports to the authorizing committees.
Final Report- The entity shall submit a report to the Corporation containing the results of the study and the information
on best practices. The Corporation shall submit such report to the authorizing committees, and shall make such report available
to the public on the Corporation’s website.
‘(d) Consultation and Dissemination- On receiving the report described in
subsection (c), the Corporation shall consult with the Secretary of Education to review the results of the study, and to identify
best practices concerning using service-learning activities to improve the 4 factors described in subparagraphs
(A) through (D) of subsection (a)(2). The Corporation shall disseminate information on the identified best practices.’.
Subtitle C--Amendments to Subtitle C (National Service Trust Program
‘(v) working with schools and youth programs
to educate students and youth about ways to reduce home energy use and improve the environment, including conducting service-learning projects to provide such education;
(G) in paragraph (9) (as so redesignated)--
(i) in the paragraph heading, by striking ‘SERVICE LEARNING’
and inserting ‘SERVICE-LEARNING’; and
(ii) in the matter preceding subparagraph (A), by striking ‘service
learning’ and inserting ‘service-learning’.