Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001

National Center for Education Research. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794. Tel: 877-433-7826; Fax: 301-470-1244; Web site: http://ies.ed.gov/ncer/

Y

656

Program Effectiveness; Student Behavior; Elementary School Students; School Activities; Social Development; Personality Development; Program Evaluation; Grade 3; Grade 4; Grade 5; Educational Environment; Community Characteristics; Family Characteristics; Institutional Characteristics; Student Characteristics; Teacher Characteristics; Outcomes of Education; Professional Development; Learner Engagement; Academic Achievement; Interpersonal Competence; Effect Size

Illinois; Maryland; Minnesota; New York; North Carolina; Oregon; Tennessee

The Institute of Education Sciences (IES) and the Division of Violence Prevention in the National Center for Injury Prevention and Control, Centers for Disease Control and Prevention (CDC) collaborated to conduct a rigorous impact evaluation of programs aimed at improving students' behavior. For this evaluation, such programs were termed Social and Character Development (SACD) programs. Seven programs were evaluated, and all were coherent in that their activities were integrated and logically organized based on a theory of action (that differed among the programs), school-based in that they were implemented in the schools by school personnel, and universal in that they were to be implemented for all students in all elementary classrooms in a school. This report provides the results from the evaluation of the seven SACD programs on one cohort of students as they moved from third through fifth grades starting in fall 2004 and ending in spring 2007. The evaluation examined the effects on these students of the seven programs, together and separately, after 1, 2, and 3 school years and also estimated the impact on students' growth in social and character development over the 3 years. Chapter 1 discusses the evaluation of the programs when considered together and provides summary results for each program. Chapters 2 through 8 detail the findings for each of the programs individually. Appendices include: (1) Analysis of Cohorts 1 and 2, which examines whether the addition of the smaller second cohort of students to the study affected the results; and (2) Technical Notes on the Development of Outcome Measures, Selection of Covariates, Construction of Sample Weights, and Sensitivity Analyses. A glossary is included. (Contains 239 tables, 1 figure, and 51 footnotes.) [This report was prepared by the Social and Character Development Research Consortium for the National Center for Education Research, Institute of Education Science with Mathematica Policy Research, Inc.]

ERIC

121

Yes

http://ies.ed.gov/ncer/pubs/20112001/

2010

ED512329