Since its founding in 1987, Need in Deed’s mission has been to use the classroom to prepare young people for civic responsibility and service to others, enabling them to become capable, contributing members of society. Working in public, charter, independent and faith-based schools, we train and support teachers as they adopt a teaching and learning strategy known as service-learning.
Through a yearlong project, students gain an understanding of the practical applications of schoolwork – reading, math, social studies and science – as they use these skills to make positive, productive responses to challenging issues of concern to them in their schools and communities.
To read stories describing our work in practice, please visit Evolving News.
- Need in Deed (NID) staff and teachers have presented at gatherings for the National Staff Development Conference, Teach for America, Urban Ethnography Conference, and the National Service-Learning Conference.
- In addition to our work with the School District of Philadelphia, NID staff have led professional development sessions for the Milwaukee and Washington, D.C. public school districts.
- Research funded by the WK Kellogg foundation for the School District of Philadelphia in 2003 revealed that students participating in Need in Deed service-learning projects were more engaged in school than comparison groups. Students also demonstrated a marked increase in problem-solving skills and were more aware of issues and resources in their communities.
- An evaluation of our work by Research for Action in 2009 uncovered positive impacts in several key areas. When measured against a comparison group, students who participated in NID guided service-learning projects performed better than non-participating students on a range of attitudinal, behavioral and academic measures.
Among elementary school students, the data indicates:
- Fewer suspensions
- Higher math standardized test scores
- Greater gains in cognitive ability in the area of discerning causes and sequencing (i.e. cause & effect)
Among middle school students, the data indicates:
- Greater student-teacher trust
- Greater concern for others
- Higher reading and math standardized test scores