This document reports on the conduct and findings of a 3-year evaluation of the 1995-96 school year of the Learn and Serve America School and Community-Based Programs, which were initiated to support school and community-based efforts to involve school-aged youth in community service. Well-designed, school-based service-learning programs have a positive impact on young peoples' civic and educational attitudes and school performance while also meeting important community needs. While the impacts on participants tend to fade in the year after initial participation, students who continue their involvement in organized service do continue to show positive effects over the longer-term. When these programs are well-designed and full-implemented, they are more likely to produce impacts on participating youth, demonstrating the importance of continuing the emphasis on improving the quality of these programs to meet the goals of the national community service legislation. Thirty-seven tables and figures are included. The appendixes contain: site selection sampling strategy; impact estimation methods; definitions of scales and other outcome measures; 54 tables detailing postprogram participant impacts, postprogram subgroup impacts, follow-up participant and subgroup effects, and follow-up effects for repeaters and nonrepeaters; and 4 survey instruments.) (MN)