ABSTRACT
This chapter explores the place of community service programs in the five case study schools and four site-visit schools. It considers how schools allocate time for community service. The utilization of time will be examined from the perspective of program institutionalization. The chapter analyzes the institutionalization literature and the arguments of school-people on the merits of program formalism. It also considers the role of program leadership in promoting institutionalization, the context in which coordinators work, their motives for managing community service activities, and their roles in the schools as community service advocates. Community service is a peripheral program; as such, service is highly vulnerable to threats from other more institutionalized extracurricular activities such as athletics and core activities related to academics.
