should community service be required to graduate high school essay

Do You Need Community Service Hours To Graduate High School?

• August 9, 2023
• Career Paths

Are you curious about whether you need community service hours to graduate high school? Well, you’ve come to the right place! Community service is often a requirement for graduation, and it’s a great way to make a positive impact while gaining valuable skills. In this article, we’ll explore the importance of community service and how it can enhance your high school experience. So let’s dive in and discover the world of community service!

High school is not just about hitting the books and acing exams. It’s also about personal growth, character development, and becoming an active member of your community. Many schools require students to complete a certain number of community service hours as part of their graduation requirements. These hours allow students to contribute to their community in meaningful ways, fostering empathy, compassion, and a sense of social responsibility.

Engaging in community service provides various benefits. First and foremost, it allows you to give back and make a difference in the lives of others. Whether you’re volunteering at a local food bank, organizing a fundraiser for a worthy cause, or tutoring younger students, every act of service has the potential to positively impact someone’s life. Beyond the intrinsic rewards, community service can also help you build important life skills, such as teamwork, communication, and problem-solving abilities.

So, if you’re wondering if you need community service hours to graduate high school, the answer is likely yes! But don’t worry, community service can be an enriching and fulfilling experience that opens doors to personal growth, meaningful connections, and a greater understanding of the world around you. Let’s explore the wonderful world of community service together and unleash the power of making a difference!

Table of Contents

Community service is often seen as an important aspect of a well-rounded education. Many high schools require students to complete a certain number of community service hours in order to graduate. However, the policies surrounding this requirement can vary from school to school. In this article, we will explore the topic of community service hours and whether or not they are necessary for high school graduation.

Understanding the Community Service Requirement

In recent years, there has been a growing emphasis on the value of community service in education. Schools recognize that community service can help students develop important life skills, such as empathy, teamwork, and problem-solving. It also allows students to give back to their communities and make a positive impact. As a result, many high schools have implemented a community service requirement for graduation.

The specifics of this requirement can vary. Some schools may require a specific number of hours to be completed, while others may have more flexible guidelines. Community service opportunities may be provided by the school itself, or students may be encouraged to find their own service opportunities in the community. It’s important for students and parents to familiarize themselves with their school’s specific requirements in order to ensure compliance.

The Benefits of Community Service Requirements

There are several benefits to implementing a community service requirement for high school graduation. Firstly, it encourages students to engage with their communities and develop a sense of civic responsibility. By volunteering their time, students can gain a deeper understanding of the challenges faced by others and contribute to creating positive change.

Secondly, community service can enhance a student’s college application. Admissions officers often look for well-rounded students who have taken an active role in their communities. By demonstrating a commitment to community service, students can stand out from their peers and showcase their dedication to making a difference.

Lastly, community service can provide students with valuable skills and experiences that extend beyond the classroom. Through volunteering, students can develop leadership skills, learn to work in diverse teams, and gain a broader perspective on the world around them. These experiences can help students grow personally and academically, preparing them for success in college and beyond.

How to Fulfill Community Service Requirements

To fulfill the community service requirements for high school graduation, students need to find meaningful ways to contribute to their communities. Here are some steps to help students navigate this process:

1. Research: Start by researching local organizations and nonprofits that offer volunteer opportunities. Consider areas that align with your passions or interests.

2. Contact Organizations: Reach out to the organizations you’re interested in volunteering with. Inquire about available opportunities and the process for getting involved.

3. Plan Ahead: Create a schedule that allows time for volunteering. Make sure to balance this commitment with your academic workload and other extracurricular activities.

4. Reflect and Learn: Take the time to reflect on your experiences and the impact you’ve made. Consider keeping a journal or creating a portfolio to showcase your community service journey.

5. Seek Guidance: If you’re unsure about the requirements or need help finding opportunities, don’t hesitate to reach out to your school’s guidance counselor or community service coordinator. They can provide valuable support and guidance throughout the process.

6. Take Initiative: Beyond the required hours, consider continuing to engage in community service beyond graduation. It’s an opportunity to make a lasting impact and continue to develop your skills and values.

Community Service vs. Volunteerism: What’s the Difference?

Community service and volunteerism are often used interchangeably, but there are subtle differences between the two. Community service typically refers to activities that are required or mandated, such as fulfilling a graduation requirement. On the other hand, volunteerism refers to an individual’s choice to engage in service without any external requirement.

While community service may initially be mandatory, it can spark an interest in long-term volunteerism. Many students discover a passion for a particular cause or organization through their required community service hours and continue to volunteer even after fulfilling the graduation requirement. Both community service and volunteerism have the potential to create a positive impact and foster personal growth.

Benefits of Community Service for Students

Engaging in community service offers numerous benefits for high school students. Here are a few notable advantages:

1. Skill Development: Community service provides an opportunity for students to develop valuable skills such as communication, leadership, and problem-solving. These skills are transferable to various aspects of their lives, including future careers.

2. College Applications: Admissions officers often value community service experience as it demonstrates an applicant’s commitment to their community and their ability to go beyond their academic responsibilities. Volunteer work can make an applicant stand out among their peers during the college application process.

3. Personal Growth: Through community service, students have the chance to broaden their perspectives, build empathy, and develop a sense of social responsibility. These experiences can shape their values and help them become more well-rounded individuals.

4. Networking Opportunities: Engaging in community service exposes students to diverse groups of people, including professionals and community leaders. This can open doors to valuable networking opportunities and mentorship.

5. Improved Understanding: Community service allows students to gain insight into societal issues and challenges faced by different communities. This knowledge can foster a deeper sense of understanding, tolerance, and empathy.

Importance of Community Service Beyond High School

As students prepare to graduate high school and move on to college or the workforce, the importance of community service remains significant. Engaging in volunteer work beyond high school offers numerous benefits and opportunities for personal and professional growth.

Continued Personal Growth

Community service provides ongoing opportunities for personal growth and self-discovery. By dedicating time to help others and contribute to their communities, individuals can continue to develop empathy, leadership skills, and a sense of social responsibility. These qualities are highly valued in college and future careers.

Networking and Career Development

Community service can also serve as a valuable networking tool. Through volunteer work, individuals have the opportunity to connect with like-minded individuals, community leaders, and professionals in various fields. These connections can provide mentorship, job leads, and valuable guidance as individuals navigate their post-high school paths.

Ambassadorship for Causes

Continuing community service beyond high school allows individuals to become ambassadors for causes they are passionate about. By dedicating their time and energy to specific organizations or movements, individuals can raise awareness, advocate for change, and inspire others to get involved. This level of commitment can have a significant impact on the causes individuals support.

While community service hours may be a requirement for high school graduation in some schools, the benefits extend far beyond fulfilling this requirement. Engaging in community service allows students to develop important life skills, make a positive impact on their communities, and stand out in college applications. It also provides ongoing opportunities for personal and professional growth beyond high school. Whether mandatory or voluntary, community service is a valuable experience that can shape individuals and prepare them for success in the future. So, whether or not community service hours are necessary for high school graduation, it is an endeavor worth considering for its numerous benefits.

Key Takeaways: Do You Need Community Service Hours To Graduate High School?

• Community service hours are sometimes required to graduate high school.
• Many schools have specific hour requirements for community service.
• Completing community service shows responsibility and commitment.
• Community service can provide opportunities for personal growth and skill development.
• Volunteering can also help students build a strong college application.

Frequently Asked Questions

Are you wondering about the requirements for graduating high school? Here are some common questions regarding community service hours and graduation.

1. Can I graduate high school without completing community service hours?

Typically, high schools require students to complete a certain number of community service hours to graduate. These hours help students develop important skills, give back to their communities, and enhance their college applications. However, it’s essential to check with your specific high school to know their graduation requirements. Some schools may offer alternative options for meeting this requirement, such as completing an internship or a senior project.

While community service hours are an important aspect of high school graduation, they are not the sole determinant. Meeting academic course requirements and passing exams are equally crucial for graduating high school.

2. How many community service hours do I need to graduate high school?

The number of community service hours required for high school graduation varies by school and district. It’s essential to check with your high school’s guidance counselor or administration to understand the specific requirements. On average, high schools may require students to complete anywhere from 40 to 100 hours of community service over their four years of high school. Some schools may have a yearly requirement, while others may spread the hours over multiple years.

Keep track of your community service hours by maintaining a log or getting signed documentation from the organizations you volunteer with. This helps ensure you meet the graduation requirements and provides a record of your service for future reference.

3. Can I start accumulating community service hours before high school?

Yes, you can start accumulating community service hours before high school. Many middle schools and organizations offer volunteer opportunities for students. While these hours may not count towards your high school graduation requirement, they provide valuable experience and help develop a sense of civic responsibility. Keep track of these hours separately, as some colleges and scholarship programs consider pre-high school service when evaluating applications.

Starting early also allows you to explore different areas of community service and find causes that resonate with you, which can lead to more meaningful and impactful volunteer experiences in the future.

4. What types of activities count as community service hours?

Community service hours typically encompass a wide range of activities that benefit the community. Volunteering at local nonprofits, participating in environmental cleanup projects, assisting in food drives, tutoring younger students, or organizing fundraisers for charitable organizations are just a few examples. However, it’s important to check with your high school or school district to ensure that the activities you plan to engage in qualify for community service hours.

Remember that the focus should be on giving back to the community in a meaningful way, rather than simply completing the hours. Choose activities that align with your interests, skills, and values, as this will make your volunteer experience more enjoyable and impactful.

5. Can community service hours help with college admissions?

Absolutely! Community service hours can play a significant role in college admissions. Many colleges and universities value students who have actively contributed to their communities. Admissions officers consider community service as an indicator of an applicant’s character, leadership abilities, and commitment to making a positive impact on society.

When applying to colleges, be sure to highlight your community service experiences in your application, essays, and recommendation letters. It’s not just about documenting the number of hours; focus on the meaningful connections you made, the skills you developed, and the impact you achieved through your service. Colleges look for genuine, lasting involvement rather than just superficial participation in community service activities.

High School Community Service: What Should You Do?

So, here’s what you need to know about community service hours in high school. They can be a great way to give back to your community, learn new skills, and build character. Many high schools require a certain number of community service hours for graduation.

Community service can take many forms, from volunteering at a local charity to participating in school-sponsored projects. It’s important to plan your hours wisely, spread them out over time, and choose activities that align with your interests and talents.

Remember, community service can also have long-term benefits. It looks great on college applications and resumes, as it shows that you are a responsible and compassionate individual. Plus, it’s a chance to make a positive impact in the lives of others while also growing as a person. So, embrace the opportunity to give back and make a difference in your community through community service hours.

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How to Write a Great Community Service Essay

College Admissions , Extracurriculars

Are you applying to a college or a scholarship that requires a community service essay? Do you know how to write an essay that will impress readers and clearly show the impact your work had on yourself and others?

Read on to learn step-by-step instructions for writing a great community service essay that will help you stand out and be memorable.

What Is a Community Service Essay? Why Do You Need One?

A community service essay is an essay that describes the volunteer work you did and the impact it had on you and your community. Community service essays can vary widely depending on specific requirements listed in the application, but, in general, they describe the work you did, why you found the work important, and how it benefited people around you.

Community service essays are typically needed for two reasons:

#1: To Apply to College

• Some colleges require students to write community service essays as part of their application or to be eligible for certain scholarships.
• You may also choose to highlight your community service work in your personal statement.

#2: To Apply for Scholarships

• Some scholarships are specifically awarded to students with exceptional community service experiences, and many use community service essays to help choose scholarship recipients.
• Green Mountain College offers one of the most famous of these scholarships. Their "Make a Difference Scholarship" offers full tuition, room, and board to students who have demonstrated a significant, positive impact through their community service

Getting Started With Your Essay

In the following sections, I'll go over each step of how to plan and write your essay. I'll also include sample excerpts for you to look through so you can get a better idea of what readers are looking for when they review your essay.

Step 1: Know the Essay Requirements

Before your start writing a single word, you should be familiar with the essay prompt. Each college or scholarship will have different requirements for their essay, so make sure you read these carefully and understand them.

Specific things to pay attention to include:

• Length requirement
• Application deadline
• The main purpose or focus of the essay
• If the essay should follow a specific structure

Below are three real community service essay prompts. Read through them and notice how much they vary in terms of length, detail, and what information the writer should include.

From the Equitable Excellence Scholarship:

"Describe your outstanding achievement in depth and provide the specific planning, training, goals, and steps taken to make the accomplishment successful. Include details about your role and highlight leadership you provided. Your essay must be a minimum of 350 words but not more than 600 words."

From the Laura W. Bush Traveling Scholarship:

"Essay (up to 500 words, double spaced) explaining your interest in being considered for the award and how your proposed project reflects or is related to both UNESCO's mandate and U.S. interests in promoting peace by sharing advances in education, science, culture, and communications."

From the LULAC National Scholarship Fund:

"Please type or print an essay of 300 words (maximum) on how your academic studies will contribute to your personal & professional goals. In addition, please discuss any community service or extracurricular activities you have been involved in that relate to your goals."

Step 2: Brainstorm Ideas

Even after you understand what the essay should be about, it can still be difficult to begin writing. Answer the following questions to help brainstorm essay ideas. You may be able to incorporate your answers into your essay.

• What community service activity that you've participated in has meant the most to you?
• What is your favorite memory from performing community service?
• Why did you decide to begin community service?
• What made you decide to volunteer where you did?
• How has your community service changed you?
• How has your community service helped others?
• How has your community service affected your plans for the future?

You don't need to answer all the questions, but if you find you have a lot of ideas for one of two of them, those may be things you want to include in your essay.

Writing Your Essay

How you structure your essay will depend on the requirements of the scholarship or school you are applying to. You may give an overview of all the work you did as a volunteer, or highlight a particularly memorable experience. You may focus on your personal growth or how your community benefited.

Regardless of the specific structure requested, follow the guidelines below to make sure your community service essay is memorable and clearly shows the impact of your work.

Samples of mediocre and excellent essays are included below to give you a better idea of how you should draft your own essay.

Step 1: Hook Your Reader In

You want the person reading your essay to be interested, so your first sentence should hook them in and entice them to read more. A good way to do this is to start in the middle of the action. Your first sentence could describe you helping build a house, releasing a rescued animal back to the wild, watching a student you tutored read a book on their own, or something else that quickly gets the reader interested. This will help set your essay apart and make it more memorable.

Compare these two opening sentences:

"I have volunteered at the Wishbone Pet Shelter for three years."

"The moment I saw the starving, mud-splattered puppy brought into the shelter with its tail between its legs, I knew I'd do whatever I could to save it."

The first sentence is a very general, bland statement. The majority of community service essays probably begin a lot like it, but it gives the reader little information and does nothing to draw them in. On the other hand, the second sentence begins immediately with action and helps persuade the reader to keep reading so they can learn what happened to the dog.

Step 2: Discuss the Work You Did

Once you've hooked your reader in with your first sentence, tell them about your community service experiences. State where you work, when you began working, how much time you've spent there, and what your main duties include. This will help the reader quickly put the rest of the essay in context and understand the basics of your community service work.

Not including basic details about your community service could leave your reader confused.

Step 3: Include Specific Details

It's the details of your community service that make your experience unique and memorable, so go into the specifics of what you did.

For example, don't just say you volunteered at a nursing home; talk about reading Mrs. Johnson her favorite book, watching Mr. Scott win at bingo, and seeing the residents play games with their grandchildren at the family day you organized. Try to include specific activities, moments, and people in your essay. Having details like these let the readers really understand what work you did and how it differs from other volunteer experiences.

Compare these two passages:

"For my volunteer work, I tutored children at a local elementary school. I helped them improve their math skills and become more confident students."

"As a volunteer at York Elementary School, I worked one-on-one with second and third graders who struggled with their math skills, particularly addition, subtraction, and fractions. As part of my work, I would create practice problems and quizzes and try to connect math to the students' interests. One of my favorite memories was when Sara, a student I had been working with for several weeks, told me that she enjoyed the math problems I had created about a girl buying and selling horses so much that she asked to help me create math problems for other students."

The first passage only gives basic information about the work done by the volunteer; there is very little detail included, and no evidence is given to support her claims. How did she help students improve their math skills? How did she know they were becoming more confident?

The second passage is much more detailed. It recounts a specific story and explains more fully what kind of work the volunteer did, as well as a specific instance of a student becoming more confident with her math skills. Providing more detail in your essay helps support your claims as well as make your essay more memorable and unique.

Step 4: Show Your Personality

It would be very hard to get a scholarship or place at a school if none of your readers felt like they knew much about you after finishing your essay, so make sure that your essay shows your personality. The way to do this is to state your personal strengths, then provide examples to support your claims. Take some time to think about which parts of your personality you would like your essay to highlight, then write about specific examples to show this.

• If you want to show that you're a motivated leader, describe a time when you organized an event or supervised other volunteers.
• If you want to show your teamwork skills, write about a time you helped a group of people work together better.
• If you want to show that you're a compassionate animal lover, write about taking care of neglected shelter animals and helping each of them find homes.

Step 5: State What You Accomplished

After you have described your community service and given specific examples of your work, you want to begin to wrap your essay up by stating your accomplishments. What was the impact of your community service? Did you build a house for a family to move into? Help students improve their reading skills? Clean up a local park? Make sure the impact of your work is clear; don't be worried about bragging here.

If you can include specific numbers, that will also strengthen your essay. Saying "I delivered meals to 24 home-bound senior citizens" is a stronger example than just saying "I delivered meals to lots of senior citizens."

Also be sure to explain why your work matters. Why is what you did important? Did it provide more parks for kids to play in? Help students get better grades? Give people medical care who would otherwise not have gotten it? This is an important part of your essay, so make sure to go into enough detail that your readers will know exactly what you accomplished and how it helped your community.

"My biggest accomplishment during my community service was helping to organize a family event at the retirement home. The children and grandchildren of many residents attended, and they all enjoyed playing games and watching movies together."

"The community service accomplishment that I'm most proud of is the work I did to help organize the First Annual Family Fun Day at the retirement home. My job was to design and organize fun activities that senior citizens and their younger relatives could enjoy. The event lasted eight hours and included ten different games, two performances, and a movie screening with popcorn. Almost 200 residents and family members attended throughout the day. This event was important because it provided an opportunity for senior citizens to connect with their family members in a way they aren't often able to. It also made the retirement home seem more fun and enjoyable to children, and we have seen an increase in the number of kids coming to visit their grandparents since the event."

The second passage is stronger for a variety of reasons. First, it goes into much more detail about the work the volunteer did. The first passage only states that she helped "organize a family event." That really doesn't tell readers much about her work or what her responsibilities were. The second passage is much clearer; her job was to "design and organize fun activities."

The second passage also explains the event in more depth. A family day can be many things; remember that your readers are likely not familiar with what you're talking about, so details help them get a clearer picture.

Lastly, the second passage makes the importance of the event clear: it helped residents connect with younger family members, and it helped retirement homes seem less intimidating to children, so now some residents see their grand kids more often.

Step 6: Discuss What You Learned

One of the final things to include in your essay should be the impact that your community service had on you. You can discuss skills you learned, such as carpentry, public speaking, animal care, or another skill.

You can also talk about how you changed personally. Are you more patient now? More understanding of others? Do you have a better idea of the type of career you want? Go into depth about this, but be honest. Don't say your community service changed your life if it didn't because trite statements won't impress readers.

In order to support your statements, provide more examples. If you say you're more patient now, how do you know this? Do you get less frustrated while playing with your younger siblings? Are you more willing to help group partners who are struggling with their part of the work? You've probably noticed by now that including specific examples and details is one of the best ways to create a strong and believable essay .

"As a result of my community service, I learned a lot about building houses and became a more mature person."

"As a result of my community service, I gained hands-on experience in construction. I learned how to read blueprints, use a hammer and nails, and begin constructing the foundation of a two-bedroom house. Working on the house could be challenging at times, but it taught me to appreciate the value of hard work and be more willing to pitch in when I see someone needs help. My dad has just started building a shed in our backyard, and I offered to help him with it because I know from my community service how much work it is. I also appreciate my own house more, and I know how lucky I am to have a roof over my head."

The second passage is more impressive and memorable because it describes the skills the writer learned in more detail and recounts a specific story that supports her claim that her community service changed her and made her more helpful.

Step 7: Finish Strong

Just as you started your essay in a way that would grab readers' attention, you want to finish your essay on a strong note as well. A good way to end your essay is to state again the impact your work had on you, your community, or both. Reiterate how you changed as a result of your community service, why you found the work important, or how it helped others.

Compare these two concluding statements:

"In conclusion, I learned a lot from my community service at my local museum, and I hope to keep volunteering and learning more about history."

"To conclude, volunteering at my city's American History Museum has been a great experience. By leading tours and participating in special events, I became better at public speaking and am now more comfortable starting conversations with people. In return, I was able to get more community members interested in history and our local museum. My interest in history has deepened, and I look forward to studying the subject in college and hopefully continuing my volunteer work at my university's own museum."

The second passage takes each point made in the first passage and expands upon it. In a few sentences, the second passage is able to clearly convey what work the volunteer did, how she changed, and how her volunteer work benefited her community.

The author of the second passage also ends her essay discussing her future and how she'd like to continue her community service, which is a good way to wrap things up because it shows your readers that you are committed to community service for the long-term.

What's Next?

Are you applying to a community service scholarship or thinking about it? We have a complete list of all the community service scholarships available to help get your search started!

Do you need a community service letter as well? We have a step-by-step guide that will tell you how to get a great reference letter from your community service supervisor.

Thinking about doing community service abroad? Before you sign up, read our guide on some of the hazards of international volunteer trips and how to know if it's the right choice for you.

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Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries.

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Home — Essay Samples — Life — Community Service — 100 Hours of Community Service to Graduate High School

100 Hours of Community Service to Graduate High School

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Published: Aug 1, 2024

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Pros & Cons of Mandatory Community Service Projects Before Graduation From High School

Cindi pearce, 27 jun 2018.

Some schools are making it mandatory that students take part in and complete a community service project before they are eligible to graduate. A student may be required to complete 40 hours of community service with a government entity or a nonprofit organization to get a diploma. There are certainly benefits to mandatory community service work, but there are also drawbacks.

Explore this article

• Real-Life Benefits
• Time Constraints

The benefits of a community service project extend far beyond the walls of the school. Students who make a commitment to volunteering in their community will gain exposure to people from different cultures, backgrounds and ages. A student who chooses to work with the elderly will gain invaluable life lessons that are learned from sharing time with older generations. Whereas a student who works with someone who is economically less fortunate will gain a better understanding of what it's like to live in poverty.

Service projects help students build character, prompt future community involvement and boost academic achievement.There is also a sense of social resposiblity that is gained from community service projects. Students who learn to give back to their community may feel compelled to continue their project even after they graduate from high school.

The disadvantages of requiring community service projects from each student include the possibility that the pressure that these requirements foist on students may turn them against future service involvement. According to Edward L. Deci and Richard M. Ryan’s cognitive evaluation theory study done in 1985, when students or any individuals perceive that they are being controlled externally, the natural human response is to lose enthusiasm for the project and toward the behaviors that are being promoted. Mandated service-learning requirements may or may not be perceived as external control, but if they are, this perception can alter the student’s desire in the future to continue being socially active. When students are required to participate in community service projects to graduate, some students may not glean social or personal benefits from the program and may find the experience less than fulfilling simply because they were required to do it and not because they wanted to do it.

3 Real-Life Benefits

Students can benefit from community service learning. One reason schools have introduced this type of program is that volunteer work leads to academic gains. Also, students can apply what they have learned in school to helping other people in real-life situations. Students benefit from exposure to diversity and become more socially and personal responsible when they are involved in community service. Self-esteem and self-worth improve and the students become more politically aware and active. Cognitive skills improve because the students learn problem-solving techniques. Service learning is linked to better scores on state-mandated tests.

4 Time Constraints

When a student goes to school full time, is involved in extracurricular activities and also works, the time that is needed to participate in a community service project may place quite a burden on the student. Recently, this has become an issue in many high schools as students feel the pressure to "beef up" their resume for college. If a student is already maxed out, adding on a required community service project may take time away from their current responsibilities and limit time with family. Some projects require as many as 10 hours per week of time -- and that is unpaid labor. So, for students who need paying jobs, these added hours may present a problem

• 1 University of Rochester: Self Determined: What Motivates You? Karen McCally
• 2 National Institutes of Health: Of Carrots and Sticks: A Review of Deci and Ryans's Intrinsic Motivation and Self-Determination in Human Behavior; Daniel J. Bernstein
• 3 Public School Review: Will Your Child Need to Volunteer to Graduate? Grace Chen
• 4 Association for Supervision and Curriculum Development: Meeting Standards Through Integrated Curriculum; Susan M. Drake and Rebecca C. Burns
• 5 University of Michigan: Benefits of Student Participation in Community Service

About the Author

Cindi Pearce is a graduate of Ohio University, where she received her bachelor’s degree in journalism. She completed both the undergraduate and graduate courses offered by the Institute of Children’s Literature. Pearce has been writing professionally for over 30 years.

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News | Should students be required to do community service to graduate?

Service learning does teens, communities good

In a high school student’s life, there are many obstacles that can keep teens from doing what they love and enjoy — an after-school job, baby-sitting and homework.

All of these may keep students from taking a look at their own communities. Some may never realize how much their neighborhood may need help — until they become the ones with the helping hands.

That’s where service learning comes in. Forty hours of volunteer work are needed for CPS teens to graduate, and I feel that service-learning hours really help. Service learning improves students’ awareness of their community — and even their futures. Through service learning, a teen might realize that the type of work they’re doing is something they want to pursue as a career.

Volunteering gives students a chance to give back. This summer, I worked with After School Matters, and it was an unbelievable experience — the work there involved projects commissioned by Mayor Richard Daley’s wife, Maggie Daley. Our main goal was to create art for the city. Getting the chance to work for the city as a high school student was exciting for me, and I’ve made plans to work more with After School Matters doing video production.

Volunteer work can be just as rewarding no matter where you put in your hours.

Many students may think that finding opportunities to complete service learning hours is difficult. But you often never have to look much further than a local business or clinic in your neighborhood.

There are more opportunities than you think. And in the end, you are making a difference.

Walter payton

40 hours can’t force-feed the spirit of giving

Who wouldn’t like to believe the benefits of service learning? Potentially, it leads students to build character and social awareness. In return, communities get volunteers.

Everyone wins …right?

Not exactly.

Sign up. Drop in. Later, whine a bit while writing a post-service reflection. From teens with 400 service hours to those who just meet the required 40 hours, we’re all familiar with the process.

However, service learning promotes short-term, drop-in volunteerism more than genuine involvement in social issues. Sure, we can get our hours at the nearby retirement home or animal shelter– but we can just as easily get one or two hours at a band concert, a soup kitchen, a library, a park …

Part of the problem lies in integrating actual learning into service learning. Few of our programs seem to care about the relationship between service and the classroom. Until then, the relevance is null — it becomes another assignment, compulsory and at risk of being completed half-heartedly. The focus is on the hours spent serving, not the service itself.

As attractive as it may seem, service learning isn’t the most effective way of prompting students to become civic-minded. When volunteering becomes mandatory, students can lose the motivation that sparks pure voluntary service.

Having students volunteer their time is hardly a new idea. If given the time to freely pursue our own interests, surely, many of us would still volunteer. Still, doing good can’t be force-fed.

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Should Students Be Required to Perform Community Service to Graduate High School?

Table of contents, the evolution of education: from rote learning to holistic development, the multifaceted benefits of community service, the drawbacks: authenticity and equity concerns, exploring alternatives: quality over quantity, final reflections: striking the right balance.

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Community Service Requirements Seen to Reduce Volunteering

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Requiring students to take part in community service to graduate from high school can actually reduce their later volunteering, new research suggests.

Maryland’s statewide requirement that all students complete 75 hours of service learning by graduation led to significant boosts in 8th grade volunteering—generally in school-organized activities—but it actually decreased volunteering among older students, leading to a potential loss in long-term volunteering , according to a study previewed online by the Economics of Education Review in June.

“If this is for school, how do we know [students] are considering this as community service, rather than just homework for school?” said the study’s author, Sara E. Helms, an assistant professor of economics at Samford University in Birmingham, Ala. “One of the interpretations that is more convincing is, maybe we are substituting this [requirement] for being self-motivated. Does it dilute the signal value of volunteering?”

Service learning—in which students engage in projects and activities to improve their communities or address social problems—has become more popular in the past decade. In 2011, 19 states allowed districts to award credit toward graduation for volunteering or service learning, and seven states allowed districts to require service for graduation, according to data collected by the Education Commission of the States. In 2001, only seven states allowed high school credit for service.

Districts on Board

While Maryland remains the only state to require universal service learning as a condition of graduation, the District of Columbia school system began requiring 100 hours of community service in 2007, and several other large districts, including Atlanta, Chicago, and Philadelphia, also require community service for graduation.

State Policies

Service learning has been growing in popularity. More states and districts are adopting policies to incorporate service learning into their requirements for high school graduation.

SOURCES: Education Commission of the States; Education Week

If Ms. Helms’ interpretation is correct, the new findings undermine some of what proponents have argued makes service learning so popular. Prior studies have found students who volunteer more frequently tend to be higher-achieving, more engaged in their communities, and less prone to risky behaviors as adolescents. Moreover, service learning in particular has been found to improve students’ engagement in school and reduce their risk of dropping out, and Maryland’s policy was touted as a way to help students “develop as citizens,” Ms. Helms said.

“I’m pro-service learning,” she said in an interview. “However, I think it matters how we implement it. What you hear over and over in the literature is, don’t require service learning; give incentives. We get very nervous about requiring people to do something because it’s good.”

Early Boosts

The study used student data from Monitoring the Future: A Continuing Study of the Lifestyles and Values of Youth, a nationally representative annual survey of 8th, 10th, and 12th graders, to compare Maryland students’ volunteering trends with those of other American students during the same time period.

From 1991 through 2011, nearly three in four American high school seniors reported doing community service at least a few times a year, with 31 percent volunteering at least monthly and 12 percent volunteering weekly. Among 8th graders, 65 percent volunteered at least a few times a year, 26 percent volunteered monthly, and 10 percent volunteered weekly.

Ms. Helms graduated from high school in Maryland two years before the service requirement was enacted for the class of 1997. She recalled family conversations about how her younger brothers would meet the criteria.

“It was pretty controversial when it was put into place,” she said. “It was a mixed bag. You hear stories where students got involved with something because they had to complete service hours, and it changed their life and they went into social justice to try to stop poverty—and then you hear the stories of, ‘Oh, my dad’s friend let me do something to help out,’ ” Ms. Helms said.

In each year, the students were asked as part of the Monitoring the Future survey to report how often they had volunteered: never, a few times a year, at least monthly, at least weekly, or nearly daily.

In the first years after the Maryland policy took effect in 1993, the proportion of the state’s 8th graders who reported weekly volunteering increased nearly 6 percentage points compared with the time before the requirement. The increase dropped to 3.2 percentage points above pre-requirement levels by 1998, however, and to only 2 percentage points above pre-requirement levels by 2010.

The proportion of 8th graders volunteering at least monthly initially rose by 7.4 percentage points in the early years, compared with the pre-requirement level.

But there was no significant difference between the volunteering of Maryland 8th grade students and those in other states, suggesting that some of the increase could have come from a general trend toward more service learning.

It was a different story among older students. Before the requirement, Maryland seniors were 7.8 percentage points more likely than students nationally to be engaged in service activities—driven primarily by rising service activities among boys and following a national trend of more volunteering during that time. After the service requirement, Maryland seniors were 9.2 percentage points to 17.4 percentage points less likely to volunteer from 1997 to 2011.

That contrast is particularly notable because national volunteering among 12th graders rose during the same time.

R. Scott Pfeifer, the executive director of the Maryland Association of Secondary School Principals and a former principal of Centennial High School in Howard County, Md., cautioned that the findings may underrepresent subtler volunteer activities among older students because students may be better able to recall and report official school-related volunteer activities, such as those they would pursue during middle school.

“There’s a ton of volunteering that goes on,” he said, but “kids are social animals. They may not think of their activity in National Honor Society of bringing food to the old-age home as volunteering.”

‘Part of the Culture’

Service learning, Mr. Pfeifer said, is “part of the culture now; it’s pretty routine. In terms of the actual graduation requirement, looking for systematic ways that groups of kids and classes can fulfill that requirement just works for everybody. It doesn’t get to that individual volunteerism, but it works.”

Both Ms. Helms and Mr. Pfeifer agreed that schools’ service-learning programs require planning and time for students to reflect on their experiences in order to be meaningful.

Mr. Pfeifer argued that the service-learning requirement is not intended to be primarily about building civic character.

“Some people might have thought this would build up an individual sense of volunteerism,” he said. “I don’t think it ever really achieved that focus, because there’s a bureaucratic nightmare that could come from that. So instead we’ve used it tied to the curriculum.”

And as a tool for engaging students in different subjects, from history to environmental science, Mr. Pfeifer argues that the state’s service-learning requirement has been a success.

“Without it, there’d be something lacking in every one of our schools that’s there now, a focus,” he said. “There’d be something missing if [the service requirement] wasn’t there.”

A version of this article appeared in the August 21, 2013 edition of Education Week as K-12 Community-Service Requirements May Discourage Student Volunteering

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The Logic of 'Mandatory Volunteerism'

By Stewart Ain

• March 23, 2003

EMILY FRIED, an 18-year-old senior at Roslyn High School, has put in more than 350 hours of community service at various sites, including at her former elementary school and Hebrew school. It all began because her high school requires students to perform 40 hours of community service in order to graduate.

''If it was not mandatory, I never would have looked into doing it,'' she said. ''But once I started, I liked it. And I have continued doing it because I realize how important it is to help other people. It has been very fulfilling for me.''

Miss Fried added that she believes community service should be mandated at all high schools because ''most kids don't even consider doing community service on their own.''

Beginning with the class of 1997, Roslyn High School students were required to complete 30 hours of community service at any time during the 9th through 12th grades. The standard was increased to 40 hours the following year.

Jayson Stoller, principal of Roslyn High School and vice president of the Nassau County Principals Association, said most of his colleagues ''have been looking at mandating community service for a long time but have not gotten the cooperation of the community.''

Part of the argument against it, he said, is the ''kids' right not to do involuntary servitude.''

Dr. Stoller added that many districts were using Roslyn ''as a model to see how things worked out. Well, things have worked out.''

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Tips for Writing a Standout Community Service Essay

←6 Diversity College Essay Examples

How to Write the “Why This Major” College Essay→

Through your college applications process, you’re likely to come across the term “community service” many times. In fact, you may be asked to write an essay about it. This post will cover the specifics of a community service essay and how to go about writing one, including what to cover and common mistakes to avoid. 

What is a Community Service Essay?

You may encounter the community service essay as you’re writing your supplemental essays for college. These are school-specific prompts that only go to the college that requests them, unlike the personal statement , which goes to every school you apply to. Not all schools require community service essays, but several do. It’s also a common requirement for scholarship applications, especially if it’s a school-specific merit scholarship. 

The community service essay is an essay that describes the initiatives you have taken outside of the classroom to benefit your community. In a 2018 survey of 264 admissions leaders across the US, 58% said that community service is a tie-breaker between students who are otherwise equally qualified. The community service essay offers you the opportunity to shine light on the work you have done to make an impact on the world and people around you, and is an additional way to help you stand out among other applicants. 

Approaching the Community Service Essay 

Understand the essay requirements  .

As with any essay, it’s important to first understand what is expected of your essay. For a start, elements to pay attention to include: 

• Length requirements
• Focus or subject of the essay prompt 
• Organization of the essay 

Although all community service essays ultimately have the same purpose of having you describe your local service activities, they can come with different types of prompts. Below are three sample prompts. Note the differences in topic specificity, length requirements, and breadth of the prompt. 

From the CGCS – Bernard Harris Scholarship Program: 

Please describe a meaningful volunteer or community service experience, including what you learned from participating.

From the University of California Application :

What have you done to make your school or your community a better place? (350 words).

From the Equitable Excellence Scholarship:

Describe your outstanding achievement in depth and provide the specific planning, training, goals, and steps taken to make the accomplishment successful. Include details about your role and highlight leadership you provided. Your essay must be a minimum of 350 words but not more than 600 words.

Brainstorming for your community service essay 

Once you have an understanding of what is required of the specific you are to write, the next step is to brainstorm ideas for a specific topic. If you have various community-engaged service experiences under your belt, consider the following before you finalize your decision. 

The best topics:

Are substantial in length and scope. It’s better to cover a long-term commitment than a one-off afternoon at the food pantry or animal shelter. 

Are transformative or inspiring. Although community service is “others”-oriented, colleges are looking to learn more about you. The ideal community service essay topic should be an experience that changed or challenged your perspective, and was ultimately fulfilling. 

Illustrate personal qualities or passions that you want to highlight. Given the specific prompt, and taking the rest of your application into consideration, which personal interests do you want to highlight? Which activity illuminates the personal quality that you want to bring attention to? 

These are all elements to consider before you begin writing your essay. 

Tips for Writing Your Community Service Essay 

1. include anecdotes.

Anecdotes are a great way to begin your essay, not only as a way to grab your reader’s attention, but by launching right into the experience of your service activity. You can start with a line about a particularly busy afternoon at the orphanage, or a morning cleaning up the streets after a storm, or the sense of accomplishment you felt when you watched a dog under your care at the animal shelter get adopted. 

2. Show, don’t tell 

We’re sure you’ve heard this axiom of general writing before, but it applies to college essays just as much as with any other piece of writing. Opt for evocative examples over plain explaining whenever possible. Take this sentence: “There was a lot of food waste at our school cafeteria.” It’s not nearly as powerful as this description: “I peered into the tall, gray trash cans to inspect the mountain of Styrofoam trays and discarded food. There were countless pizza crusts, globs of green beans, and unopened cartons of milk.” 

Anyone could write the first sentence, and it’s not a unique experience. In the second description, we’re shown the scene of the writer’s lunchroom. We get a peek into their perspective and life, which makes the writing more vivid and relatable. Aim to bring your reader into your world as much as possible.

3. Share your responsibilities and accomplishments.

The more tangible your community service activities feel to the reader, the more powerful your essay will be. Concretize your work by stating the basic details of what kind of work you did and what your duties involved, where it was based, when you began working, and the amount of time you spent working. 

Be sure to quantify your work and accomplishments when possible; it’s better to say your fundraiser yielded 125 books than “a large number” of books. It’s important to also elaborate on why the work you did matters. Why was it important? Did the books you collected or purchased after the fundraiser expand the library of the local orphanage that they already had, or did it offer the children easy access to books that wasn’t available previously? Be specific and detailed.  

4. Highlight what you learned and how you’ll use those lessons moving forward. 

Towards the end of your essay, you’ll want to share how you benefited from the community service work you did. This is an important part of the essay, because it shows how you are able to distill your experiences to applicable lessons in your own life. 

Think of this section in two potential parts: skills you learned, and personal development. Did you gain any hard skills, such as public speaking, poster design, or funds management? Then think about how you developed as an individual. Are you more empathetic or patient now? 

Things to Avoid in Your Community Service Essay 

1. don’t list out everything that happened..

You want to keep your essay well-structured and concise. This isn’t a résumé, or a play-by-play of the entire experience. Stick to the most telling details and anecdotes from your experience. 

2. Avoid using a pretentious or privileged tone.

Humility goes a long way, and entitlement can be smelled from afar. The purpose of this essay is not to paint yourself as a savior of any kind, but rather to show what’s important to you in your non-academic life, and how you approach solving real-world and interpersonal problems. 

3. Avoid clichés.

It may be tempting to quote famous people, but doing so can easily seem like a shortcut, plus it shows little of who you are. Try also to steer clear of trite and vague life lesson lines such as “I learned that people can be happy with so little,” or “I learned the importance of giving back.” Not only do they carry a tone of privilege, they are also sweeping general conclusions and don’t convey anything specific of what you learned. 

Community service is only a part of the college application process, which can be daunting and confusing. CollegeVine will help you navigate each step of the process, from building a college list, to calculating your chances at each school using our chancing engine. Create your free account and get started now !

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The Wrangler

Should Community Service Be a Graduation Requirement?

Danielle Huizar (12)

Students volunteering at a grocery distribution for YLHS’s National Honor Society.

Suhani Bhanvadia , Editor-in-Chief December 11, 2021

Volunteering at a library probably isn’t how most high school students want to spend their free time. As many schools have made community service hours a graduation requirement, school districts hope that students pick up a few more things other than a number on their transcript. But it seems like forcing students to volunteer defeats the purpose of being genuine and wanting to help the community. Should completing volunteer work still be considered volunteering even though it’s required?

According to Amber Han (12) , “community service gives students the opportunity to be exposed to communities that need help.” Some students coming from well-off communities may have never actually seen others struggle. Without requiring them to look for opportunities, they may never look for them on their own. By exposing them to the realities of other people’s lives, students are more likely to be open minded and considerate of others’ conditions.

Community service requirements also ensure that more students take part in the community. While some students perceive volunteer work as an extracurricular to add on their resume or college applications, students with post-high school goals other than college may never look into serving their community without it being a requirement.

Students can also use volunteering as an opportunity to use their knowledge from school. For students taking environmental classes, community service events like beach cleanups allow them to have hands-on experience with what they learn in school. Not only can they use their knowledge while volunteering, but they can also explore career paths they may have an interest in. Personally, I volunteer at a hospital so that I can get exposure to the medical field before completely committing to medicine.

Apart from gaining exposure to different communities and using their knowledge, volunteers can gain communication and leadership skills. Rebecca Kam (12) adds that “through volunteering, I had the opportunity to work with my peers and take leadership”. Skills like these can even pave the way for students to get part time jobs and be a part of the workforce. If volunteers enjoy the work they are doing and the organization wants workers with their skill set, they may be offered a job.

Schools have an obligation to both educate students and ensure they will be good citizens after graduation. While completing volunteer hours as a requirement seems ingenuine, the benefits that they provide students make community service rewarding for both volunteers and their community.

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Community Service: Mandatory or Voluntary?

August 01, 2000

School districts struggle to find the best approach for bringing a real-world aspect to learning

Nearly 840 miles apart, high school juniors in Jefferson Parish, La., and Chicago faced the same pressing deadline and graduation requirement.

Students in both public school systems had to perform some sort of service to the community to earn a diploma. In Chicago, students had to complete 40 hours of service. In Jefferson Parish, 60 hours were expected of each student. In both systems, the class of 2001 was to be the first to come under the new requirement.

But before the 1999-2000 school year was over, one system (Jefferson) had revoked its policy under pressure from educators who viewed the service requirement as competing with academics. The other district (Chicago) has a successful program up and running with thousands of participating students. Together, the case histories of Chicago and Jefferson Parish offer a sober reality check for school systems contemplating mandatory community service for graduation.

Their disparate experiences illustrate the successes and failures of school systems nationwide that have embraced civic responsibility by requiring students to volunteer in their community. Some districts have done this by mandating that students complete their service as a prerequisite to graduation, with administrators and teachers keeping track of the hours. Others have decided to incorporate community service into regular lessons in an approach known as service learning.

The number of school systems that now mandate some form of service has mushroomed. According to the National Service-Learning Clearinghouse for based in St. Paul, Minn., the number of high school students performing service increased nearly seven-fold from 1984 to 1997, when 6.1 million students did some form of community service. In 1997, 96 percent of school districts offered some form of community service, up from 27 percent in 1984. Between 16 and 18 percent of school districts required service for graduation, up slightly from 1984, according to studies cited by the clearinghouse.

Different Directions

The service programs vary widely in scope and quality. Administrators in school systems with programs deemed by others to be successful say the critical components include building community support, allowing students to decide what to do, training teachers, recognizing student projects and getting students to reflect on what they do. Programs that lack either administrative or community support or those seen as detracting from academics, like Jefferson Parish’s, are almost destined to fail.

Before instituting its program in August 1997, the Chicago Public Schools solicited community support, visited other systems, gave coaching stipends to educators in each school to shepherd the program and identified ways that teachers could integrate service hours into the curriculum. Top school administrators in the Windy City continue to be visible supporters of the program.

The exhortation those leaders give, says Chicago’s Chief Education Officer Cozette Buckney, is this: "No matter how bad off you think you are, someone’s worse. … Well, maybe I can’t buy $100 Michael Jordan shoes, but I can have a coat drive for children in the neighborhood."

In the first semester of 1999-2000, Chicago’s high school students completed more than 500,000 hours of community service.

In the 51,400-student Jefferson Parish schools, however, building administrators viewed the community-service requirement as something that detracted from academics. In the Louisiana parish named for the nation’s 3rd president, students were explicitly prohibited from earning volunteer hours during class time. They could, however, rack up credits while working on Mardi Gras parades, at church or in political campaigns, except school board elections.

School system administrators tried to prod students into completing the number of required hours by listing their accumulated hours on report cards and delivering reminders in grade-level and homeroom meetings and via school-created videos played over each school’s in-house TV channel. But when they discovered that only 35 percent of the parish’s juniors had completed their hours this March, administrators convinced the school board to abandon the policy, instead offering diploma stickers to those graduates who complete their 60 hours of good deeds.

"We didn’t catch a whole bunch of slack for getting rid of it," says Jefferson Parish School Board member Ray St. Pierre. "We didn’t even catch flack from the Times-Picayune," the daily newspaper in New Orleans.

Careful Preparations

What made a difference in the outcomes of the two school district’s community-service requirements? Many would point to the preparatory spadework or lack thereof.

Chicago’s community-service requirement came out of a task force that spent five years working to redesign high schools, says Buckney, the chief education officer under Superintendent Paul Vallas. That group already had communicated the goals of the program to many constituencies, foundations and organizations. Even though Chicago’s board of education approved the service-learning requirement in 1996, it wasn’t implemented until 1997, giving task force members additional time to ensure a smooth implementation.

Advises Buckney: "This is not something you can jump into."

Before developing its policy, Chicago’s leaders visited other districts with successful service-learning programs, including Baltimore and Austin, Texas. "You shouldn’t have to create the wheel on this," he says.

The Alliance for Service-Learning in Education Reform’s standards of quality for service-learning programs recommends school leaders communicate the significance of the effort even to "those who are not directly involved in service learning."

Service learning is "often a hard sell because folks think it's one more thing" added to the curriculum, when in fact it can enhance learning, says Marilyn Swierk, author of A Guide to Service Learning, a how-to book to running a program.

That seems to be the official view in Jefferson Parish, La. Administrators there suggested repealing the requirement, which would have gone into effect for the class of 2001, by arguing before the school board that increased academic achievement was the priority of the system and that graduation should be the result of academic achievement alone.

Although the district’s original policy tried to prevent procrastination by requiring seniors who lacked their hours to take a community-service course, administrators balked at the likelihood of offering the course to about 1,000 students the following year.

"It meant another semester of [financial] spending on a course that would have no bearing on their academic future," explains Jefferson Parish School Board member St. Pierre, a former coach and teacher. "Generally speaking, I think the kids who did (complete the hours) are usually your better kids, the ones who get their work done on time. They’re probably not the complainer-type kids. Probably when they did it, they enjoyed doing it."

Stakeholder Buy-In

Many school systems with community-service mandates began by creating study groups, comprised of community members, teachers and school officials who debated the merits of the plan before putting anything in place.

Randy Collins, superintendent in Waterford, Conn., which mandates service as a graduation requirement, advises his colleagues considering a community-service program to first "get a read on their community."

He adds: "Although I’m a huge proponent of service learning--where we use service to the community as a teaching strategy--I would not advocate every school system mandate it. In some systems, that would be more destructive than helpful."

Collins believes the use of a community wide study group establishes a base of wide support once a service requirement takes effect.

"I felt it was important that they reach their own conclusions without my opinion unduly considered," the superintendent says. The night the Waterford board adopted the requirement, the board chair voted in favor of the mandate, while her son, the president of the high school’s student council, opposed it.

"But she voted, and he didn’t," quips Collins.

In the Corpus Christi, Texas, Independent School District, community service is a required part of the social studies curriculum in 1st through 8th grade, says Dixie Binford, the school services consultant responsible for the district’s K-12 social studies program. Then-superintendent Abelardo Saavedra, pushed hard to include service learning as Corpus Christi revamped its academic standards, she said.

Before the policy was implemented, the system held community forums in different parts of town to explain the proposal and ask parents what they wanted students to be able to do when they graduated.

After hearing from teachers, Corpus Christi opted not to require community-service hours of high school students, Binford says. High school teachers argued that their students had full course loads and were involved in extracurricular activities that fostered leadership and similar skills and character traits.

"We just felt that to require it through the academic standards would be unfair to the students," Binford explains.

Even in the lower grades, the district leaves how to incorporate service to the discretion of individual teachers because, she says, "We felt if you made it a hard-and-fast rule, you are destroying the spirit of community service. A student’s time in Scouting might apply to the service, depending upon the wishes of the teacher."

The District of Columbia requires 100 hours of service for high school graduation, but Beverly O’Bryant, the community-service coordinator, thinks administrators should begin stressing service to students in middle school or junior high. "Generally their apprehension level is slightly lower," she says.

Waterford’s Collins advocates having an advisory committee of students, so that the leaders of the student body will take responsibility for the program.

Academic Merits

Advocates of service programs refute the notion that their programs aren’t academic. Done well, community-service programs can change people’s minds about the educational value of service, argues Luke Frazier, executive director of the Maryland Student Service Alliance.

Maryland is the only state requiring all students to perform 75 hours of community service to graduate. The state leaves the details up to local systems.

"I can’t count the number of times in the last four years I heard from someone who said, ‘I really thought this was a bad idea and didn’t want to do this, but wow, I got interested in fill-in-the-blank, working with youngsters, environmental studies, working with a soup kitchen, and I still do it,’ even after their requirement for service learning was filled," says Frazier.

Among the examples nationwide:

• In the District of Columbia, high school geometry students honed their graphing skills with a community improvement project. They scoured their neighborhoods and inventoried the number of liquor stores and liquor advertisements posted near churches, recreation centers and health facilities. They graphed and analyzed the data, then wrote to the mayor, pointing out the heavy concentration in certain city quadrants and suggesting ways to improve the neighborhoods.
• In San Diego, Calif., high school students are volunteering as literacy tutors in feeder elementary schools. The older students bolster their own reading skills, while maintaining a journal of their activities, and monitor the progress of the child with whom they work.
• Students in Corpus Christi, Texas, read a newspaper article about the oldest house in the city falling apart and decided to take action. They studied the historic construction of the building, an unusual amalgam of oyster shells and mortar. Students collect money each month to send to the local heritage society.

Real-Life Learning

Several superintendents believe that service must be integrated into the curriculum for the greatest impact. Robert H. Holster, superintendent in Passaic, N.J., is among them. He says school districts shouldn’t have to defend community service for its academic value because service fulfills John Dewey’s credo that "all genuine education comes through experience."

Holster adds: "A lot of students are in isolation in the classroom, disconnected from what they are learning in school and what happens in the real world."

Passaic students have been performing community service through various courses. In one, bilingual students in social studies classes have gone to the polls to help Hispanic voters to interpret the ballot. Now the school board is considering mandating service as a condition of graduation. Holster has proposed students accumulate at least 50 hours of community service during their four years of high school to earn a diploma.

Community-service programs enable administrators to "demonstrate to constituents and to taxpayers that what we are doing has a sense of value," he says.

"We have to have students and young people feel that they are stakeholders in their community," says Janet Delaney, who manages the San Diego City School’s Partnerships in Education program, which oversees the service-learning program. "We have to promote our young people as not part of the problem in a community, but they are part of the solution in the community."

Service learning also offers students real-life examples of what they’re studying, such as bringing students studying Alzheimer’s disease into contact with elderly sufferers, she adds.

"This brings learning alive. It makes it real," says Delaney. "One of the things public education has struggled with forever is finding real-life context. That’s what service learning does."

And service learning produces tangible academic improvements. "We’ve seen improved attendance and learning. Real kids are more into the visual and experiential. They need to do it to understand it, rather than having someone talk at them," Delaney says.

Chicago’s program also afforded many students, especially inner-city youth, an opportunity to "feel that they’re contributing to someone else," says Buckney. Volunteerism, she adds, allows students from Chicago’s diverse ethnic groups--African-American, Chinese, Latin, Polish and others--to mingle, which doesn’t happen often enough outside of school.

Dubious Quality

But even those who support community-service programs acknowledge that the quality can vary widely. Frazier admits that Maryland’s service-learning programs in its 23 county school districts range from marginal to exemplary.

"I defy anyone in another state to show me that every 9th grade algebra class is equally excellent," said Frazier.

To help promote quality programs, Maryland offers a guide to the best practices in student service and posts these on the Internet.

Swierk, the 1993 National Family and Consumer Sciences Teacher of the Year, recommends that systems "start with a non-required small program first so models are developed, successes and buy-ins can be seen."

"The majority of what I have seen is isolated programs that are the models and the system grows from there," says Swierk. "So much depends on the people coordinating this and their dedication and of course the support they receive from administrators."

But opponents of mandatory service have argued that some systems allow students to earn community-service credit for things not done outside the classroom. In Maryland, some school districts give students credit for extracurricular activities such as performing in the marching band or managing a sports team or for simply completing a course in photography.

Staff Support

Programs for mandatory service that include training at the outset and ongoing professional development are more apt to encourage teacher involvement and to be more successful, says Swierk. Sometimes, a schoolwide or district-wide program catches on when one teacher notices another having great success with a service project.

"One of the biggest problems with mandatory service is lack of preparation of the staff," says Swierk, an author, speaker and consultant who earned a national teacher of the year award for her work in designing a service-learning program.

In Chicago, each school has a service-learning coach, who is paid a stipend to work with teachers to develop service-learning projects. The District of Columbia has community-service coordinators, teachers or counselors who earn a stipend by helping students find community-service placements and help to track the student service hours.

Corpus Christi sends principals weekly informational packets, and Binford, the community-service coordinator, frequently visits different schools to consult with teachers. She encourages them to contact her via e-mail between visits. She helps teachers focus on lessons that she believes are "manageable and worthwhile" and raises questions to guide their thinking.

"Do you want kids to do individual projects? Do this as a class or with the whole school? Do this as a long-term project, like recycling? If you do something like that, you can do this as an interdisciplinary thing and bring in science, math and language arts," says Binford.

She has discovered elementary teachers are more willing to incorporate service learning, while middle school teachers "become more territorial of content area."

Safeguarding Students

Systems need to think about the safety of student volunteers. In Chicago, parents voiced concerns about children venturing into unfamiliar neighborhoods.

In fact, concerns about student safety are one of the primary reasons schools balk at requiring community service, says Robert Shumer, director of the National Service-Learning Clearinghouse. At the same time, he says, there doesn’t seem to be any evidence students have been seriously injured in school-mandated service projects.

To allay such fears, Chicago set up a service-learning office that works with about 200 partners with pre-screened volunteer programs. San Diego schools contract with the United Way Volunteer Center to maintain a list of 150 agencies they have screened and approved as a safe environment for young people.

"Because they have been processed through United Way, we’re not just sending kids anywhere," says Delaney, who oversees community service in San Diego’s schools.

The San Diego district also developed a handbook advising agencies how to receive student volunteers.

Tracking Hours

Service learning must be evaluated and tracked, without becoming an undue burden on teachers.

At the beginning of the senior year, school counselors in the District of Columbia review student files to check on academic credits and community-service hours.

"It has to be treated like any other mandate," says Waterford’s Collins, who believes school districts should give students who don’t want to do volunteer work within school courses an opportunity to accomplish their hours on their own.

"I know for a fact, in my heart, there are kids who have submitted documentation who didn’t do the hours," says Collins. "Just like there are kids who cheat on English papers. The idea is not to monitor it so closely. My theory is that the vast majority will benefit. Those who sneak by, we’re not going to spend a lot of time monitoring."

In Corpus Christi, community members "didn’t want students graded on how much they did, because it’s so hard to compare my hours in Girl Scouts to your hours as a candystriper," says Binford.

Administrators who have had service mandates haven’t reported large numbers of students barred from graduating because they didn’t complete the hours. In most cases, students who haven’t completed mandated volunteer hours lack the academic credits or grades to graduate.

Recognize and Reflect

Effective community-service programs also tend to publicly recognize successful service projects. San Diego, which doesn’t require students to complete hours, instead honors graduates who fulfill a service commitment with a service-learning recognition citation, likely to impress college admissions directors.

Chicago publishes a monthly newsletter, paid for by a grant, called Service Learning News, that lists successful programs and students and teachers who have done outstanding projects.

Service-learning advocates agree that the most successful programs require students to reflect on their experiences.

In San Diego, graduating students present a portfolio of what they consider their finest work during high school years and many students "are talking about service-learning experiences," says Delaney.

Passaic’s Holster says service programs should lay out expectations that are measurable and observable. In his district, students are required to reflect upon their service. The superintendent attributes the improvements in student attendance (up to 93.4 percent daily in 1999-2000 from 90.1 percent the year before), lower dropout rate (down to 10.6 percent from 12.2 percent) and fewer student suspensions (a drop of nearly 1,100 in a single year) largely to the community service students have performed.

Long-Term Value

Swierk, the service-learning consultant thinks every school could benefit from some sort of community-service program for its students.

"We don't do enough in schools with this. ... We worry too much about advanced calculus and not enough about applying learning to practical situations," she argues.

"All parents want for their children--college prep or not--to be successful in life, family, career and community," Swierk says. "Most kids don't use the calculus or French but do use human relations skills, budgeting, parenting, etc., every day."

Diane Loupe is a freelance writer in Atlanta specializing on education.

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an undergraduate course with Professor Jack Dougherty at Trinity College, Hartford CT

Required Community Service in High Schools and Civic Engagement

Required Community Service in US High Schools

In the United States civic engagement has been a crucial component of society, whether it is through political activism or lending a helping hand to our fellow neighbors. In recent years, youth participation in volunteerism has fluctuated, resulting in a growing number of high schools requiring them to complete a certain number of hours of service in order to graduate. This increase is most notably seen in the late 80s and early 90s when “…[v]olunteer rates among youth ages 16-19 soared from 13.4 to 24.5 percent between 1989-2007”(Clemmitt, 79). There has been a range of reactions regarding the movement of mandatory participation in community service, from lawsuits to enthusiasm, which beckons the question, how has this requirement changed since the 90s and how has it affected their long-term outcomes as citizens? Since the 90s there has been an even greater push for service as a result of federal incentives, thus engaging more students into the community, creating civic minded individuals (which can be dependent on the structure of the mandatory program).

When researching high school graduation requirements of community service, there are several terms that ought to be clarified, as they may be confusing. Civic engagement is an overarching term and is defined as enhancing civic society through the combined use of “knowledge, skills, values and motivation” to achieve social change (NYTimes). This occurs through several means including: volunteerism, community service, and service-learning. Volunteerism is the genuine devotion of time to a cause without receiving compensation, whereas community service is similar on some level, but differs in the sense that some “volunteers” participate because they are required to through an institution, like a school. Service-Learning as defined by the former US Commissioner of Education, Harold Howe II is, “… an educational activity, program, or curriculum that seeks to promote student learning through experiences associated with volunteerism or community service…Service learning emerges from helping others and reflecting how you and they benefited from doing so” (Howe II, iv) These terms are often used interchangeably when discussing youth involvement in their communities. For the purposes of this research, the use of the terms service-learning and community service will be used interchangeably in a general sense of their definitions. The focus of this research will be required community service in US high schools since the 90s.

When engaging in the discourse of service-learning a key figure is philosopher John Dewey. Although he did not directly coin service-learning, he suggested that a significant instrument to education reform is experiencing the benefits of hands-on education that would contribute to social development (Conrad and Heiden, 1991). His words would bear more significance years later when the percentage of youth participation in volunteerism drops to 13.5 in 1989 (Clemmitt, 79). This drastically low percent heightened the urgency for youth civic engagement to increase. Thus individual schools began incorporating service-learning as a part of school curricula. The need for youth to be more civically engaged was acknowledged and solidified in 1990 when the federal government began promoting community service for all in the country while providing incentives for schools.

In the early 90s there were two significant pieces of federal legislature. The first was in 1990 when President Bush signed the National and Community Service Act which addressed the multiple facets of community service (Clemmitt, 79). This act provided $64 million in grants for community service programs like Serve America (now named Learn and Serve America) which works directly with students from the primary level through the tertiary level (ofm.wa.gov). The second piece was the National and Community Trust act of 1993 signed by President Clinton (Wutzdorff and Giles, 108). The law established the Corporation for National Service which promotes service through different organizations like Learn and Serve America (Wutzdorff and Giles, 108). These two efforts kick-started a movement toward greater youth participation in civic life. They allowed schools to pursue steps to receive federal funds for service-learning curricula. Recently, in 2009 President Obama has also encouraged volunteerism through federal legislature. In April of 2009 the Edward M. Kennedy Serve America Act was passed, granting even more opportunities for service, considering the $1.49 billion budget (nationalservice.gov). These efforts further legitimized school-based volunteerism which has been steadily increasing.

Although these federal movements are impressive, it does not directly define its significance. What does youth disengagement mean? It is dangerous for youth to go through many years of schooling and not be able to realize the grander scheme of things. Life is more than grade in a class and certainly more than a test score; if students are not interested in anything outside of the realm of academics, we have will have potentially lost citizens that could contribute greatly to society. Sometimes students may not be connected to education whatsoever and may turn to other non-productive routes to fill up time. In order to avoid both of these scenarios, and any other of the like, providing a safe and engaging outlet like community service would not only benefit the youth, but the larger society as well. Some schools have decided to approach this issue of disengagement in a number of ways, which are not always welcomed.

The combination of the need for youth to be civically engaged as well as the opportunities provided by the federal government motivated high schools to incorporate community service/service-learning as a part of the curriculum, sometimes as a high school requirement. As of August 2011, only the state of Maryland and the District of Colombia has adopted community service as a graduation requirement. While this is relatively low, high school districts across 35 states incorporate some level of service learning(whether required community service or granting credit toward graduation) which fares pretty high compared to districts in seven states in 2001 (Education Commission of the States; servicelearning.org). As a result of an increasing number of schools that have a community service/service-learning component, in the years 2008-2010 33.7 percent of civic engagement in the US was school-based. Although many may see the social gains society and participants receive by being mandated to volunteer, there has been opposition to the high school graduation requirement.

Over the years, there has been an adverse reaction toward the graduation requirement of volunteering in the students’ communities. One such case is that of  Steirer v. Bethlehem Area School District in 1993.

“ The Third U.S. Circuit Court of Appeals rejected the argument that a district’s 60- hour service requirement amounted to “involuntary servitude” banned under the 1 3th Amendment outlawing slavery. The amendment bans “forced labor through physical coercion,” not service that is “primarily designed for the students’ own benefit and education” by teaching them about the value of community work”(Clemmitt, 84).

This example, is obviously one of the most extreme reactions, but on some level understandable that one should pursue community service if they please. The Bethlehem case only further exemplifies the challenges schools face when trying to teach their students the value of community investment. One can assume what their immediate perspectives were upon fulfilling their requirement, which is a reflection of many youth: resentment and disdain. Researchers have attributed these attitudes to several factors like disorganization of service projects and imposing on the busy lives of the students. While mandating community service has been challenging in some respects, researchers have shown that it also inspires many students to do so as well.

In a 2005 study researchers studied graduating high school seniors as the required service policy shifted. One group of students were in the graduating cohort that did not require community service (’00) while the 2 following cohorts (’01, ’02) were required to participate in community service. They looked even further into these groups and tracking the change in attitude toward civic engagement from those who were more or less inclined to volunteer. Prior to thecommencement of the study, the researchers Metz and Yuniss surveyed the students about their civic views and activity to establish a baseline. Over the years, they recorded the change in student answers to track any growth. The following table is an example of their findings.

Overall, the less- inclined group of students who were required to participate in community service demonstrated significant growth in their civic engagement. When asked about their likeliness of future voting, the less-inclined group which were required to volunteer showed a .32 standard deviation increase, unlike the less-inclined cohort that were not required. As you can see, they decreased .14 standard deviations. A clearer demonstration of this data is displayed in the graph below:

According to this research project, less-inclined students who are mandated to participate in community service, are generally benefited by furthering their desires to be civically engaged. Interestingly enough, one of the researchers Youniss participated in another relevant research project related to youth participation in community service and its effects in civic engagement. He and the small team of researchers discovered in 2007 that youth are more likely to vote (and participate in civic life through other manners)  as a result to their exposure to community service in high school (Hart, Donnelly, Youniss, Atkins, 2007).

Although this research demonstrated some gains between these set of students there are other variables that need to be examined when determining why community service affects civic engagement. One must consider the factors that lead to successful implementation of community service requirements in high school. Jeffery Bennett of the University of Arizona conducted a study on urban high schools that had the graduation requirement suggested that the strength in the program determines whether or not it effectively promotes civic engagement. In his research he discovers that student opinion on community service and civic engagement was based upon the structure of the program. Mentors, better community relationships and a variety of service opportunities would have greatly influenced the views of the students. What is interesting is that Bennett explains that although that additional support would have been helpful, it would have also been limiting. For this study community service and service-learning are not interchangeable. I declare this because Bennett decides upon completing his research that requiring community service is limiting in the sense that it does not allow time for the students to process, to reflect upon their experiences. This only leaves them with an impression to volunteer some more versus looking at the larger picture and taking social action.

In sum, it is crucial to have youth participate in service learning/community service (mandatory or voluntary)/volunteerism that would expose them to becoming civically engaged. When youth are not involved, whether socially or politically, it puts our society at risk. We need a holistic view of education and citizenship in order to continue functioning as a society. It is therefor vital that we encourage our youth to become involved through federal incentives or even at the idea of personal growth. There is much to be learned outside of the classroom and much to gain as seen in the case studies outlined. There will be a continuous debate on whether or not community service should be required, but I think that we have to find ways to engage students to think beyond the walls of the classroom. Perhaps it will be through class trips, service-learning based curricula, or statewide required participation, whatever the means, we need to continue the efforts in order to maintain (as much as we can) a functioning society.

Bibliography:

Clemmitt, Marcia “Youth Volunteerism.” CQ Researcher by CQ Press , n.d. http://library.cqpress.com/cqresearcher/cqresrre2012012700 .

Dávila, Alberto, and Marie T. Mora. “Civic Engagement and High School Academic Progress: An Analysis Using NELS Data, [Part I of An Assessment of Civic Engagement and Academic Progress.” In University of Maryland , 2007.

“ECS Education Policy Issue Site: Service-Learning.” Education Commission of the States–Helping State Leaders Shape Education Policy . Web. <http://www.ecs.org/html/IssueSection.asp?issueid=109>.

Hart, Daniel, Thomas M Donnelly, James Youniss, and Robert Atkins. “High School Community Service as a Predictor of Adult Voting and Volunteering.”  American Educational Research Journal 44, no. 1 (March 1, 2007): 197–219.

“Impacts and Outcomes of Service-Learning in K-12 Settings: Selected Resources.” National Service-Learning Clearinghouse . <http://www.servicelearning.org/impacts-and-outcomes-service-learning-k-12-settings-selected-resources>

Metz, Edward C., and James Youniss. “Longitudinal Gains in Civic Development Through School-Based Required Service.”  Political Psychology 26, no. 3 (June 1, 2005): 413–437.

“NationalService.gov Our History and Legislation.” Corporation for National and Community Service . Web. <http://www.nationalservice.gov/about/role_impact/history.asp>.

Stanton, Timothy, Dwight Giles, and Nadinne I. Cruz. Service-learning: A Movement’s Pioneers Reflect on Its Origins, Practice, and Future . San Francisco, Calif: Jossey-Bass Publishers, 1999. Print.

Schine, Joan G. Service Learning . Chicago: NSSE, 1997. Print.

How To Prepare for College: The Ultimate Guide for High School Students

You may not be a high school senior yet or feel like you have plenty of time before you graduate. But it never hurts to start preparing for college early.

Going from being a high school student to a college student is a pivotal transition that requires thoughtful preparation and strategic planning. It's not just about getting into college; it's about being ready to thrive once you're there. This guide aims to demystify the process and put you on a path to success, ensuring that when the time comes, you're not just college-bound but college-ready.

From understanding the significance of your GPA to mastering the art of time management, there are countless ways to enhance your college readiness. This guide will provide actionable steps and insider advice to navigate the college preparation landscape. Whether you're a freshman just starting to think about college or a senior amid application season, there's something here to help everyone get ready for the next big step.

College Prep Steps

Here's a college checklist to follow as you get ready for your freshman year:

Research Colleges You May Be Interested In

Researching potential colleges is the first step in the college preparation journey. Start by identifying what you're looking for in a college experience, including the size of the school, its location, available majors, and campus culture. Utilize college search tools online and visit college campuses, if possible, to get a feel for the environment. Remember, the goal is to find a college that aligns with your academic goals and personal preferences.

Understand Each College’s Admission Requirements

Each college has its own set of criteria, which can include GPA, SAT, or ACT scores, and specific course completions. Start by visiting the college's website or contacting the admissions office to gather this information. Early awareness of these requirements can guide your high school course selection and extracurricular activities.

Take Standardized Tests

Taking standardized tests like the ACT or SAT is a key component of the college application process. These exams are a requirement for many colleges and universities and measure your readiness for college-level work. Begin preparing for these tests well in advance by utilizing study guides, taking practice tests, and considering prep courses. Your scores on these tests can play a significant role in college admission decisions and scholarship opportunities.

Participate In Extracurriculars

Engaging in extracurricular activities not only enriches your high school experience but also strengthens your college applications. Colleges look for students who are well-rounded and have demonstrated commitment and leadership in activities outside of the classroom. Whether it's sports, music, volunteer work, or clubs, find activities that interest you and where you can make a meaningful contribution.

Take a Variety of High School Courses

Diversifying your high school course selection can significantly impact your college readiness. Challenge yourself with Advanced Placement (AP) or International Baccalaureate (IB) courses if they're available. These classes can offer a taste of college-level coursework and may even earn you college credit. Balancing your course load with a mix of subjects also demonstrates your willingness to push yourself academically.

Save for College

Starting to save for college early is a practical step toward managing the financial responsibilities of higher education. Explore savings options like 529 plans or education savings accounts. Understanding the costs associated with college  early on can help you and your family plan more effectively and reduce the need for student loans.

Attend College Fairs

Attending college fairs and information sessions can provide valuable insights into the college search and application process. These events are great opportunities to meet with admissions officers, ask questions, and collect information about various colleges and universities. Make a list of questions beforehand to make the most of these events.

Talk to Your Guidance Counselor

Consulting with guidance counselors for college opportunities  can offer personalized advice tailored to your academic and career aspirations. School counselors have a wealth of knowledge about college admissions, scholarship opportunities, and other resources. They can help you navigate the college application process and make informed decisions about your future.

Round Up Application Materials

Preparing application materials and recommendation letters well in advance of deadlines is essential. Start drafting your college essays early, giving yourself plenty of time to revise and perfect them. Reach out to teachers, coaches, or mentors who know you well to request letters of recommendation, providing them with enough time to write thoughtful endorsements.

Consider Financial Aid Options

Exploring financial aid options is a critical step in the college preparation process. Research scholarships, grants, work-study programs, and federal student aid to understand what financial support you may be eligible for. Completing the Free Application for Federal Student Aid (FAFSA) is a necessary step for accessing federal grants, loans, and work-study funds.

Visit Campus If Possible

Visiting college campuses can give you a firsthand look at what life is like on campus. These visits can help you determine if a college is the right fit for you. Take tours, attend information sessions, and if possible, talk to current students about their experiences. Observing the campus culture, academic facilities, and housing options  can provide valuable insights into your potential college life.

Tips for Preparing for College

Even with a step-by-step guide, preparing both mentally and physically for school can be a bit overwhelming. To help you feel ready for this next step, here are some tips to follow:

Stay Organized

Creating a timeline and checklist can significantly ease the college preparation process. Break down tasks by year or semester to manage your time effectively. Include key deadlines for college applications, financial aid submissions, and standardized tests. This approach ensures you stay on track and can make the journey less overwhelming. Regularly updating and referring to your checklist will help you meet your college prep milestones with confidence.

Build Good Study Habits

Establishing strong study and sleep habits early in your high school career can have a profound impact on your college readiness. Effective study techniques, such as time management and active learning, can improve your academic performance and reduce stress. Prioritizing sleep is equally important, as it affects your memory, mood, and overall health. Developing these habits now will prepare you for the rigors of college coursework and help you maintain a balanced student life  between school and personal life.

Take AP or Dual-Credit Courses

Enrolling in AP or dual-credit courses can provide a head start on earning college credits while still in high school. These courses challenge you academically and expose you to college-level material. Completing AP exams or dual-credit classes can reduce your college course load and potentially save on tuition costs. It's a smart way to get a jump on your college education and familiarize yourself with the expectations of higher education.

Practice Your Writing

Writing is a fundamental part of college coursework, from essays to research papers. High school is the perfect time to hone your writing abilities. Take advantage of English classes, writing workshops, and feedback from teachers to improve your clarity, coherence, and argumentation skills. Strong writing can also enhance your college applications, particularly your personal statement and supplemental essays.

Build Your Leadership Skills

Seeking leadership opportunities in extracurricular activities can set you apart in the college application process. Leadership roles demonstrate initiative, responsibility, and the ability to work with others. Whether it's captaining a sports team, leading a club, or organizing community service projects, these experiences can highlight your leadership skills and commitment to making a positive impact.

Ready To Start Your Education?

Discover the transformative education at Massachusetts College of Pharmacy and Health Sciences (MCPHS), where students are prepared for a future in healthcare and life sciences. MCPHS offers a unique blend of rigorous academic programs and hands-on learning experiences, guided by experienced staff committed to your success. From day one, you'll be immersed in a culture of innovation and collaboration, setting the stage for a fulfilling career in the healthcare industry.

Whether it's through internships, clinical rotations, or research projects, you'll have the chance to apply what you've learned in real-world settings, guided by faculty who are leaders in their fields.

Our campus is located in the Longwood Medical and Academic Area, a hub of healthcare, research, and education. The vibrant MCPHS campus is surrounded by some of the world's leading hospitals and research institutions, offering unparalleled opportunities for professional development and networking. You'll be part of a dynamic community of scholars and healthcare professionals, all dedicated to improving lives through innovation and care.

Our supportive community and extensive resources are here to help you achieve your goals and make a meaningful impact in the world of healthcare. Start your application today  and take the first step toward a rewarding career that makes a difference.

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Discover if it's possible to attend medical school with any degree and gain insights into the admissions process for non-traditional applicants.

Massachusetts College of Pharmacy and Health Sciences Acceptance Rates

Learn more about the MCPHS acceptance rates as well as the retention and graduation statistics of MCPHS students.

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Want to write a college essay that sets you apart? Three tips to give you a head start

1. Keep it real. It’s normal to want to make a good impression on the school of your choice, but it’s also important to show who you really are. So just be yourself! Compelling stories might not be perfectly linear or have a happy ending, and that’s OK. It’s best to be authentic instead of telling schools what you think they want to hear.

2. Be reflective . Think about how you’ve changed during high school. How have you grown and improved? What makes you feel ready for college, and how do you hope to contribute to the campus community and society at large?

3. Look to the future. Consider your reasons for attending college. What do you hope to gain from your education? What about college excites you the most, and what would you like to do after you graduate? Answering these questions will not only give colleges insight into the kind of student you’ll be, but it will also give you the personal insight you’ll need to choose the school that’s right for you.

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Written by CU Boulder Office of Admissions

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As a student or prospective student at CU Boulder, you have a right to certain information pertaining to financial aid programs, the Clery Act, crime and safety, graduation rates, athletics and other general information such as the costs associated with attending CU Boulder. To view this information visit  colorado.edu/your-right-know .

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