In a recent article, Ed Week writer Debra Viadero reported on the research of Joseph Kahne and Ellen Middaugh, who have "documented a steady rise this decade in the percentages of young people who vote in primaries and general elections." The percentage of 18- to 29-year-olds who voted in national elections, for example, rose from 37 percent in 1996 to 52 percent in 2008…. Statistics also show that a majority of young people report …. volunteering while in high school…at much higher rates than their parents ever did.

At first, I couldn’t decide whether to run around waving my hands in victory with all the educators, community volunteers , and members of youth organizations who have spent decades trying to reverse the steady trend of  disengagement  in America among adult and youth groups, But then, one hand needs to remain by my side when I read that the researchers also found the same unchanging story that those youth who do get involved are those who are asked to join in civic efforts, provided with classroom activities to heighten their awareness of societal and community issues, and required to demonstrate how they have used their learning to make a difference in their larger world. Kahne and Middaugh found that many disadvantaged and low-achieving students are never invited or offered activities for learning, in concrete and meaningful ways, how to help others and participate with people different from themselves to solve common problems of a larger community.

While a member of The National Commission on Service Learning, which was established to issue a studied call to action in 2002, I came across the same phenomena of two-track systems -- whereby more affluent students in a schools receive a more active, problem-solving curriculum, while poor and under-achieving students receive a restrictive and passive curriculum focused on passing state tests. As a Commission, we discussed whether “every student should have an annual civic/service/participatory experience built into the everyday school curriculum” or whether we should make exemptions for some students including those who are disabled. It was lucky for us that we had an eleven year old student, Cameron Dary, as a full member of the group. Cameron said to the rest of us: “Shouldn’t all kids in America be equal and learn how to contribute?” We quickly made the decision that it must be a recommendation for all.

Seven years later, Dr. Kahne concluded from his studies what Cameron instinctively knew. "What you do in school is strongly related to what you do in life." Thus in conclusion, my one hand is waving, the other hand remains by my side, and my mind swirls with excitement of a possible consensus about an education which supports the equality, dignity, and worth of each and every child to be part of a self renewing democracy. In which case,  both hands rise and wave with joy.