The purpose of this quantitative research was to examine parents, students, and staff perceptions of school climate in urban middle schools and explore if relationships exist between perceived school climate, perceived reading instruction, and reading performance as measured by the State of Texas Assessment of Academic Readiness (STAAR). The…

Culturally Responsive Restorative Practices, an innovative framework intended to counteract discipline disparities and improve school climate and culture, entered year 3 of implementation in 2020-2021. Highlights from ten participating schools included improved perceptions of school climate by students and staff and consistent participation in…

This report examines various outcomes regarding National Board (NB) Certified teachers and their students in the Austin Independent School District for 2018-2019. The National Board for Professional Teaching Standards NB certification process is a rigorous professional development opportunity available to teachers, counselors, and librarians that…

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 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 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…

This executive summary provides highlights 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 implementation…

This report describes characteristics of the 11 model SEL schools in AISD and compares them to nonmodel SEL schools.