PROTOCOL: Service learning for improving academic success in students in grade K to 12: a systematic review

Completion of upper secondary education marks the minimum threshold for successful labour market entry and continued employability as suggested by the Organisation for Economic Co‐operation and Developments (OECD's) annual indicators on education and associated labour market outcomes (OECD, 2015). On average across OECD countries, unemployment risk of younger adults (25–34 year‐olds) who have not completed upper secondary education is almost double the risk of those with higher educational qualifications (upper secondary and postsecondary nontertiary education). A maintained focus on completion rates are necessary. Even though enrolment rates among 15–16 year olds (i.e., those typically in upper secondary programmes) are high; at least 95% on average across OECD countries in 2015 (OECD, 2018); far from all students graduate. According to OECD, only approximately 75% of students who had enroled had graduated after two years. Further, of the students who had not graduated, 80% were no longer enroled in education. Many countries set specific targets for the completion rates of upper secondary education. For example, the countries in the European Union (EU) agreed on a 10‐year strategy proposed by the European Commission on March 3, 2010, for advancement of the economy of the EU (Europe, 2020). One of the main targets is to reduce the share of early school leavers to 10% from the (at that time) current 15% and increase the share of the population aged 30–34 having completed tertiary from 31% to at least 40% (European Commission, 2010). Some countries go even further as, for example, Denmark, setting as a specific target, that upper secondary completion rates should be 95% and tertiary enrolment and completion rates should be 60% by 2020 (OECD, 2013a). Not only graduation rates are important, the quality of the education received also matters for the educational prospects of young people and successful entry into the labour market. The shares of neither employed nor in education or training (NEET) are negatively related to the skill levels among young people (OECD, 2017a). The OECD's Programme for International Student Assessment (PISA) tests students near the end of their compulsory education (usually around age 15) on their reading ability, their skills in math and level in sciences. In general, the higher the percentage of low‐performing 15‐year‐old students in PISA, the higher the percentage of NEETs among 15–19 year‐olds (OECD, 2017a). Having acquired some of the knowledge and skills that are essential for full participation in modern societies, particularly in reading, mathematics and science may be more reliable predictors of economic and social well‐being than the number of years spent in school or in postformal education (OECD, 2016). Research based on the 2012 Survey of Adult Skills (PIAAC) finds that poor proficiency in numeracy and literacy limits access to rewarding and well‐paid jobs, and in addition is linked to poorer health and less social and political participation (OECD, 2013b). There is, for these reasons, a significant interest in information about effective interventions to increase academic achievement and enhance educational prospects. The review we plan to conduct will focus on service learning in primary and secondary education. Service Learning is curriculum‐based community service that integrates classroom instruction with community service activities. The connection with specific courses and having clearly stated learning objectives is what distinguishes service learning from other forms of volunteer work. Service learning should “address real community needs in a sustained manner over a period of time; and assist students in drawing lessons from the service through regularly scheduled, organised reflection of critical analysis activities, such as