Should Public
High Schools Require Mandatory
Community Involvement?
2007-06-R5
(Copyrighted
2007
by Don M. Tow)
In many private schools, especially church-sponsored
private schools, community involvement is part of the required curriculum.
The rationale is that when young people provide
a helping hand to others in the community, it helps to foster their moral
and ethical values.
It allows them to see the lives of the less
fortunate, e.g., low income senior citizens, people with disabilities,
children from broken families.
Furthermore, if the students come from a
background of middle class or above, community involvement can help them
gain a better understanding of another part of society that they normally
might not see.
Community involvement could reinforce the
importance of working hard and getting a good education in order to move
ahead in life.
This last point is something that immigrants to this
country from less developed countries can resonate with.
Children of first generation immigrants still
can remember how tough life was in their old countries, and how hard work by
their parents and themselves can significantly improve their livelihood.
On the other hand, children of second
generation immigrants might already be brought up in a middle-class
environment with the corresponding comforts, and relatively speaking may
have less incentive to study and work hard.
Even if we agree that community involvement is a good
thing for public school students to engage in, there is still the question
whether it should be made part of the required curriculum, or it should be
an optional course or optional extra-curricular activity.
In the rest of this article, I provide my own
perspective on the pros and cons of mandatory community involvement.
Making it mandatory has several potential advantages:
Making it optional has several potential advantages:
There is not necessarily a single correct answer to
the question of whether such community involvement program should be
mandatory or optional.
It could depend on the specific school district
and the particular school.
One possibility is that the program could start
as an optional program.
If it is successful and as it grows, it could
then become a mandatory program but with a subset of the activities that can
be provided on-site at the schools.
My personal preference is that it should be an
optional program, because when the students are involved in the program
because they want to do it, then the true spirit of volunteering will be
manifested in their activities.
As explained earlier, it is much more practical
to implement an optional program.
Nevertheless, when making this decision, we
should take into account the particular situation of any school district or
school.
One final remark:
How
grading should be done for such community involvement activities if it were
offered as a course.
Whether the program is a mandatory course or an
optional course, the grading should be done on a pass-or-fail basis.
It is extremely difficult, if not impossible,
to compare different activities.
Furthermore, since the teachers are not the
recipients, they are not in the best position to judge the effectiveness of
the students.
If we ask the recipients to grade the students,
then we run into the problem of grading standardization across the recipient
pool.
Nevertheless, doing a bang-up job by a student can
still be recognized and rewarded via recommendation letters for college or
job applications.
In summary, I strongly endorse the idea of offering a
community involvement program in public high schools.
For the reasons discussed earlier, I suggest
that it be an optional program, at least initially.
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