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.
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 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 describes how transgender middle and high school students at AISD feel about their school climates, as reported through the 2017 student climate survey, and how they perform at their schools.
This report describes how mindfulness strategies have been used in Austin ISD and summarizes students' and staff members' perceptions of mindfulness strategies.
Analyses presented in this report suggest that elementary school students’ personal development skill ratings were fairly stable over time at the student, teacher, and grade levels. Students’ personal development skill ratings also were positively related to students’ achievement.
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.