This research compares the strengths and weaknesses of 10 different service learning projects at six high schools in one urban school district. Drawing on both quantitative and qualitative data, the study examines critical design elements in developing service learning programs that produce positive attitudinal outcomes for students. Results indicate that students had more positive attitudes toward their academic achievement, self-esteem, teachers, and peers when they participated in programs that rated highly on the four design criteria: duration, location, amount of personal contact with beneficiaries, and focus of the project.
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