Publications
Perceptions of Staff's Social and Emotional Learning in AISD
This report explores teachers' and administrators' perceptions of social and emotional learning (SEL) in AISD. Based on analysis of responses to the 2019 Employee Coordinated Survey and the 2018-2019 Teaching, Empowering, Leading, and Learning (TELL) Survey, this report indicates significant positive correlations between staff's SEL knowledge and competencies and numerous aspects of school climate and culture.
Social and Emotional Learning: Best Practices and Barriers to Successful Implementation
This report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement.
Student Data Dig 2019: Ann Richards School
This report summarizes two student data digs held at Ann Richards School for Young Women Leaders in Spring 2019. Using data from the Spring 2019 AISD Student Climate Survey, students connected their experiences to survey data and brainstormed topics and strategies for a proposed course on social and emotional learning (SEL) skill development as part of the school's broader effort to support student wellness and achievement.
Transgender Students' School Perceptions and Experiences 2018
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.
PreK-2 Suspension Ban: How are schools adapting?
Principal interviews indicate that more practical professional development opportunities for teachers and more strategic support from licensed professionals would better help schools care for students with trauma-related behavioral needs.