This report summarizes AISD Bowie High School students' experiences with the first social and emotional learning (SEL) student data dig in 2018.
Seed Model Campus Cohort Program Evaluation: Early signs of campus improvement in social and emotional learning
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 increased coordination of SEL leadership efforts and through increased adult SEL skills.
This report summarizes data gathered from pre- and post-intervention surveys conducted with parents/guardians and teachers of AISD students who were offered free grief support counseling services during 2017-2018 through a grant funded by The Christi Center.
Analysis of 2017-2018 AISD student data shows significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students.
Students in middle and high school as well as elementary school students from model SEL schools (online participants only) were asked 20 questions that assessed their SEL skills. These skills relate to the following SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Social and Emotional Learning Technical Report: An Analysis of the Revised School-Level Implementation Rubric and the SEL Specialists' Activity Log
This report analyzes the psychometric properties of the revised school-level SEL implementation rubric and the SEL specialists' activity log.
This report summarizes student-level analyses conducted with the SEL Skills Survey and the Student Climate Survey to determine if a single measure of students' SEL skill acquisition and perceptions of school climate is possible.
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.
Social Emotional Learning Technical Report Research Brief: An Analysis of Student Level Outcomes, 2010-2011 Through 2016-2017
This report analyzes the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011.
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2016-2017
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.