Community Service - High School Graduation and Community Service

High School Graduation and Community Service

Many educational jurisdictions in the United States require students to perform community service hours to graduate from high school. In some high schools in Washington State, for example, students must complete 200 hours of community service to receive a diploma. Some of the Washington school districts, including Seattle Public Schools, differentiate between community service and "service learning," requiring students to demonstrate that their work has contributed to their education. If a student in high school is taking an AVID course, community service is required. The SFUSD (San Francisco Unified School District) made high school students complete 100 hours of community service (25 hours a year) in order to graduate high school.

Read more about this topic:  Community Service

Famous quotes containing the words high, school, community and/or service:

    What is most striking in the Maine wilderness is the continuousness of the forest, with fewer open intervals or glades than you had imagined. Except the few burnt lands, the narrow intervals on the rivers, the bare tops of the high mountains, and the lakes and streams, the forest is uninterrupted.
    Henry David Thoreau (1817–1862)

    The happiest two-job marriages I saw during my research were ones in which men and women shared the housework and parenting. What couples called good communication often meant that they were good at saying thanks to one another for small aspects of taking care of the family. Making it to the school play, helping a child read, cooking dinner in good spirit, remembering the grocery list,... these were silver and gold of the marital exchange.
    Arlie Hochschild (20th century)

    Jesus would recommend you to pass the first day of the week rather otherwise than you pass it now, and to seek some other mode of bettering the morals of the community than by constraining each other to look grave on a Sunday, and to consider yourselves more virtuous in proportion to the idleness in which you pass one day in seven.
    Frances Wright (1795–1852)

    For those parents from lower-class and minority communities ... [who] have had minimal experience in negotiating dominant, external institutions or have had negative and hostile contact with social service agencies, their initial approaches to the school are often overwhelming and difficult. Not only does the school feel like an alien environment with incomprehensible norms and structures, but the families often do not feel entitled to make demands or force disagreements.
    Sara Lawrence Lightfoot (20th century)