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The expansion of service-learning and service programs throughout the educational system in the United States continues at a strong rate. Bolstered by the national initiatives sponsored by the Corporation for National Service (CNS) and by state movements such as the mandated graduation requirement for service in Maryland, many people are interested in where and in how this reform movement is being implemented. Specifically, they are interested in understanding what counts for service, how service is monitored, and how service counts or is credited in school districts. A central issue focuses on the criteria school systems and school personnel use to determine that service-learning is worthy of credit in an educational enterprise.