The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE BGCAA Cycle 10 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and…

The purpose this study was to examine the implementation of The Leader in Me, a school-wide positive behavior intervention system (SW-PBIS), and analyze its impact on 5th grade students based on student achievement and office discipline referrals in a rural elementary school in North Central Washington state. The school was in the first year of…

This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation? This research brief summarizes key findings from the full report (published separately). [For the full report, see ED627084.]

The Texas Afterschool Centers on Education is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Austin Cycle 9 program is composed of a compilation of activities at 10 AISD campuses that provide a comprehensive range of high quality and…

This report examines the influence of social and emotional learning (SEL) implementation and longevity on selected staff and student outcomes. Results indicate that the degree to which schools implement SEL with fidelity is more related to student and staff outcomes than years of participation in SEL. This research brief outlines key takeaways…

This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation? A separate research brief also was published. [For the Research Brief, see ED627085.]

This report looks at the impact of the Seed Model Campus Cohort Program in its first 3 years of implementation. Evidence put forth in the report suggests that by deliberately focusing on inclusive program design and peer-to-peer sharing with a focus on growth, the program already positively contributes to SEL implementation, particularly through…

This report examines the influence of social and emotional learning (SEL) implementation and longevity on selected staff and student outcomes. Results indicate that the degree to which schools implement SEL with fidelity is more related to student and staff outcomes than years of participation in SEL. A separate research brief also was published.…

This research brief summarizes key points from a technical report (published separately), examining analyses of the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011. [For the technical report, see ED629324.]

This report presents outcomes for students who participated in the Cycle 8 of Afterschool Centers on Education (ACE) program managed by Boys and Girls Club of the Greater Austin Area in 2015-2016. The report compares student outcomes over two years by level of program participation.

This technical report analyzes the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011. A separate research brief also was published. [For the research brief, see ED629325.]

This supplemental report provides information from the full report (published separately) that describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL…

This report analyzes the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. A separate executive summary also was published. [For the executive summary, see ED626964.]

This executive summary provides highlights from the full report (published separately) that summarizes analyses of the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL. [For the full report, see ED626963.]

This report describes campus effects of AISD's Social and Emotional Learning (SEL) program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings. Separate executive summary report and supplemental report were…