Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2007 · checked against its sources 2026-10-16 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Among the school, family, and community factors studied, service learning and in-class civic learning opportunities were most strongly related to students' civic commitments two years later, controlling for prior commitment. → Susan E. Sporte and Joseph E. Kahne 2007
Evidence¶
Susan E. Sporte and Joseph E. Kahne 2007¶
Susan E. Sporte and Joseph E. Kahne. (2007). Educating for Democracy: Lessons from Chicago. Consortium on Chicago School Research Research Brief. https://consortium.uchicago.edu/publications/educating-democracy-lessons-chicago
q2 · i? · associational · r2
Longitudinal survey study of 3,805 students in 47 Chicago Public Schools high schools, surveyed as freshmen and again as juniors, examining classroom civic learning opportunities after taking prior commitment into account. The study found that "service learning experiences and in-class opportunities to learn about civic issues have a larger impact" than all other influences studied.
"service learning experiences and in-class opportunities to learn about civic issues have a larger impact on students' commitment to civic participation than all of the other influences included in the study"
Discussion¶
Learner Variables¶
- Civic Mindedness — outcome: instruction changes it
Related Claims¶
- Student demographics were not significantly related to civic commitment among Chicago public high school students — related
- Students who witnessed concern for community and current events at home, in the neighborhood or at school were more likely to be committed to civic participation — related
- Extracurricular activities provide only modest support for civic commitment, and sports participation is unrelated to it — related
- General academic supports and quality instruction are insufficient to foster civic commitment; supportive teachers and quality instruction were not statistically related to it — related
- Service-learning within integrated projects is associated with improvements in students' self-efficacy, self-esteem, social responsibility, and community participation — related
- Exploration of diversity is associated with all civic competence outcomes in community-based learning courses — related
- Neighborhood poverty concentration and parental press for academic achievement each had negative effects on students' civic commitments — related
- Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
service-learning-and-in-class-civic-learning-strongest-predictors-civic-commitment |
title |
Service learning and in-class civic learning opportunities are more strongly associated with high school students' later commitment to civic participation than the other school, family and community factors studied |
description |
Service learning experiences and in-class civic learning opportunities have a larger impact on high school students' commitment to civic participation than other school, family, or community influences |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2007 |
source_checked |
2026-10-16 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — susan-e-sporte-and-joseph-e-kahne-2007 |
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