Just How Just Is This Service-Learning Project? Assessing English Teacher Candidates’ Urban SAT Course

• In Event: Poster Session 6
  In Poster Session: Social Justice and Multiculturalism in Teacher Education

Abstract

In this paper, I will describe the impacts of a free, after-school SAT-Verbal preparation course taught by first- and second-year undergraduate English teacher candidates. The project paired these candidates, only 8.3% of whom were students of color, with students at a local urban high school, 87.5% of whom were students of color and 70% of whom were low-income. I will share data demonstrating how the project’s goals were met, both in increasing the SAT-V scores and college-ready dispositions of the high school students and increasing the English teacher candidates’ understanding of — and teaching skills and dispositions with – members of diverse communities. I will conclude with reflections on and recommendations about engaging in critical service learning for social justice.

Author

• Deborah A. Bieler, University of Delaware