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the same time, the level of service-learning programming grew from a mere 9% to
approximately 46%. Since “service-learning” in this case is explicitly identified as a
“major educational reform initiative in our public schools,” one would like to assume
that the term has been reserved only for classroom-related, grade-appropriate ser-
vice (p. 39, emphasis added). However, we have no way of knowing whether those
who reported a growth in service-learning, as opposed to community service, did
indeed understand the term in this way. Nor can we determine if the service and
the classroom-based work were linked in a truly substantive, significant way.
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