In the spring of 2008, 1,847 principals of K-12 public schools, nationwide, responded to a survey on the prevalence of community service and service-learning in their schools. The "National Study of the Prevalence of Community Service and Service-Learning in K-12 Public Schools," sponsored by the Corporation for National and Community Service and conducted by Westat, collected data on the scope of community service and service-learning activities, as well as the policies and supports for service-learning provided by and for schools during the 2007-08 academic year. The survey utilized the same methodology as surveys of community service and service-learning conducted in 1999 and 2004, thereby allowing for a look at the trends in school-based community service and service-learning over the past decade. The study indicates that schools in low-income areas have not seen the same level of decline in service-learning that has occurred in schools that are not in low-income areas. As other research supports, this finding suggests that teachers and administrators of schools with a high proportion of students from low-income families are more likely to see the academic and civic benefits of service-learning. At a time when individuals see the civic and academic gap between youth from disadvantaged circumstances and those who are not growing, this is a positive sign that service-learning can help address this gap. The authors recommend that further research be conducted, not just with those civic-minded schools that support both community service and service-learning, but also with schools that report that they lack the time and the funds to incorporate service-learning into their classrooms. By better understanding both these groups, it will be possible to be responsive to the goals of schools to see their students succeed. Appendixes include: (1) Characteristics of Schools that Recognize Student Participation in Community Service and Arrange Community Service Opportunities for Students, 1999 and 2008, and (2) Characteristics of Schools with Service-Learning, 1999 and 2008. (Contains 22 footnotes, 11 tables, and 8 charts.)