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This case study examines the sustaining factors of a fully implemented and nationally recognized high school service-learning program. More specifically, it investigates why Community Service Learning has sustained itself for nine years at a New England high school recognized as a National Service-Learning Leader School by the Corporation for National Service. The study describes the process of adoption, design, implementation, and paths to institutionalization. It also considers the organizational conditions that promoted institutionalization at this site. The research approach was primarily qualitative. The study exposes the broad narrative of the case from the perspective off Our data sources: observations, documents and artifacts, interviews and a faculty survey. Key actors and supports as well as obstacles and coping processes are noted in the findings. Recommendations gleaned from the study are directed at sustaining comprehensive service-learning programs that provide a framework of meaning and higher purpose to academic work.


Copyright 2002 by Bruce J. Pontbriand.

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