Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change…

This study explored the role of academic advising in the experiences of undocumented Latina college students. The study is predicated on Astin's (1984) theory of student involvement, which discusses academic and social involvement as an important antecedent in the psychosocial and academic development of college students, and its influence on…

Numerous studies have examined mentoring relationships and their consequences for youth development (Rhodes and DuBois, 2008). DuBois and Silverthorn (2005) found that those who reported having had a mentoring relationship during adolescence exhibited significantly better outcomes within the domains of education and work (high-school completion,…

This report examines the effect of a primary component of restorative justice (RJ) programming in one community-based organization (CBO) on students' behavioral and disciplinary outcomes in four Chicago high schools from 2014 to 2016. It looks at the effect of students' use of RJ programs offered in the CBO's "Peace Room" (PR) on rates…

Developing and articulating clear goals for student social and emotional learning (SEL) involves a number of important steps. This document focuses specifically on the articulation of learning goals (sometimes called "competencies" or "standards" in state and district policy) and suggests a process for those state teams that…

This publication outlines the fundamental principles and process of Strategic School Design. Through years of research and practice around school resource use, we have found that high-performing, high-growth schools are responding to the changing context in education by using people, time, technology, and money in ways that look significantly…

Signed into law on December 10, 2015, the Every Student Succeeds Act (ESSA) presents education leaders with a unique opportunity to expand the definition of student success. Compared to the No Child Left Behind (NCLB) Act, ESSA empowers states to make more of the critical decisions related to accountability, school improvement, education spending,…

Background/Context: Researchers have amassed considerable evidence on the use of student performance data (e.g., benchmark and standardized state tests) to inform educational improvement, but few have examined the use of nonacademic indicators (e.g., indicators of social and emotional well-being) available to educators, and whether the factors…

Data from previous studies are presented that demonstrate that community living for persons with intellectual and developmental disabilities (IDD) has improved in recent years, but that living in one's own home by these individuals is still a very rare outcome. Literature is presented that explains how living arrangements for adults with IDD have…

For much of the last two decades, the narrowed focus on raising test scores under No Child Left Behind left important aspects of education untended. Since 2016, when the Every Student Succeeds Act (ESSA) enabled a more comprehensive look at accountability, state leaders have heard growing demands for a whole-child approach that emphasizes…

This multiple case study examines practices of educators in high schools called "odds-beaters". These schools are exemplary in that they consistently achieve better-than-predicted graduation outcomes among economically disadvantaged, African-American/Black, Hispanic/Latino, and English language learners. Findings from this study revealed…

Adolescence can be a particularly difficult time for youth as they experience the physical, social, and academic changes that accompany maturation. One of the most critical challenges for schools is teaching adolescent students positive social and emotional skills, which are crucial for them to succeed academically and emotionally. "Strong…

High school students in accelerated classes face heightened school-related stressors but have access to few specialized supports. This article describes the development and initial application of the Motivation, Assessment, and Planning (MAP) intervention, developed to meet the needs of freshmen in Advanced Placement (AP) and International…

Students with Reactive Attachment Disorder (RAD) often display significant intrusive behaviors and need specific behavioral, social-emotional, and academic supports. Given the background of trauma consistent with a RAD diagnosis, it is imperative that school personnel understand the social-emotional behavioral supports needed to help children with…

Student learning communities (SLCs) are more than just a different way of doing group work. Like the professional learning communities they resemble, SLCs provide students with a structured way to solve problems, share insight, and help one another continually develop new skills and expertise. With the right planning and support, dynamic…