Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The "Early Childhood Longitude Study--Birth Cohort" was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically…

In the fall of 2019, 3,117 15-year-old students in the Houston Independent School District (HISD) participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Co-operation and Development (OECD), with Houston serving as the only U.S. site. This report provides a snapshot of…

A multisite cluster-randomized trial (by school) was conducted to examine the effects of a combined mental health literacy and dialectical behavior therapy skills program implemented by teachers on three protective factors related to social and emotional well-being. The sample of eight schools that were randomly assigned to intervention included…

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a…

At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of Education began requiring teachers to report data on every child's skills at kindergarten entry using the Kindergarten Individual Development Survey, which was adapted from a California kindergarten assessment. This study…

At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of Education began requiring teachers to report data on every child's skills at kindergarten entry using the Kindergarten Individual Development Survey. State and local stakeholders have asked for more information on the…

At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of Education began requiring teachers to report data on every child's skills at kindergarten entry using the Kindergarten Individual Development Survey. State and local stakeholders have asked for more information on the…

The central message of this report is while current and recent high school students today generally respect their teachers and give their high schools favorable marks, most see a big missing piece in their education -- a lack of social and emotional skills development -- and most recent students feel unprepared for life after high school.…

While data for the 2020 edition of America After 3PM were collected pre-pandemic, to accompany the data and determine how the pandemic has affected families' needs during the hours after school, the Afterschool Alliance commissioned a nationally representative follow-up survey of parents in October 2020. The follow-up survey found that afterschool…

These are the appendixes for the report "Children's Knowledge and Skills at Kindergarten Entry in Illinois: Results from the First Statewide Administration of the Kindergarten Individual Development Survey." At least half of states administer or are developing kindergarten entry assessments. In fall 2017 the Illinois State Board of…

For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and…

In 2017, the National Technical Assistance Center for the Education of Neglected or Delinquent Children and Youth (NDTAC) released its first in a series of professional development briefs that focus on the professional development needs and interests of neglected or delinquent (N or D) State coordinators, correctional educators, and providers of…

The SELF Foundation afterschool program involved 255 students at Key, Revere, and Meyerland (formerly Johnston) middle schools in tutorials and enrichment activities to support their academic, social, and emotional development. All students at SELF schools were allowed to participate in a character-building essay contest for prizes. Program impact…

The SELF Foundation engaged 287 students at Key, Revere, and Welch middle schools in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Program impact was measured using reading and math performance, attendance, and disciplinary actions of SELF Foundation students compared to…

During the 2013-2014 academic year, the S.E.L.F. Foundation engaged 32 predominately at-risk students at Key Middle School (KMS) in afterschool tutorials and enrichment activities to support their academic, social, and emotional development. Outcome measures consisted of reading and mathematics performance before and after program implementation.…