Effects of Early Years Service-Learning Participation on College Students' Academic Progress

• In Event: Under the Microscope: Exploring How We Measure and Report Research of Service-Learning and Experiential Education

Abstract

Using matched treatment and comparison groups created by propensity score matching, differences were investigated in academic progress (cumulative GPA, credits earned, re-enrollment, graduation) between students participating in SL in their early college years and students who did not participate in SL. Also investigated were differences on the same measures for underrepresented students. Participation in SL by the end of the first year was positively associated with higher cumulative GPAs and a higher likelihood of re-enrollment and graduation for all student groups. However, initial participation in SL in the second year was not positively associated with any of the academic outcomes measured. The findings from this study suggest that earlier participation in SL is associated with positive academic outcomes.

Authors

• Wei Song, University of Minnesota - Twin Cities

• Andrew Furco, University of Minnesota

• Isabel Lopez, University of Minnesota - Twin Cities

• Geoffrey M. Maruyama, University of Minnesota