College and university disciplinary proceedings are a valuable opportunity to provide learning and growth experiences for students outside the classroom. In the United States, disciplinary procedures are outlined and guided by case law and state and federal legislation. This guidance does not offer recommendations or requirements for student…

Whole-school reforms have received widespread attention, but a critical limitation of the current literature is the lack of evidence around whether these extensive and costly interventions improve students' long-term outcomes after they leave reform schools. Leveraging Tennessee's statewide turnaround reforms, we use difference-in-differences…

Research indicates that Response to Intervention (RTI) increases student achievement and significantly improves student academic and behavioral outcomes. RTI has demonstrated significant student gains in the elementary setting and research tends to be more heavily centered at the elementary level; however, RTI is expanding to being applied in the…

Effective universal social skills programs are intended to facilitate the development of students' social competencies and enhance classroom learning. As such, the present study sought to provide additional insights and a more nuanced understanding of the impacts of one such universal program, the Social Skills Improvement System Classwide…

As evidence grows supporting the importance of non-cognitive factors in learning, computer-assisted learning platforms increasingly incorporate non-academic interventions to influence student learning and learning related-behaviors. Non-cognitive interventions often attempt to influence students' mindset, motivation, or metacognitive reflection to…

Service-learning provides an opportunity for students to gain hands-on experience while simultaneously benefiting their local communities, thus gaining insight into their context in society. This paper details the process of redesigning an existing didactic university-level course in classroom behavior support designed for teacher candidates to…

Since professional learning is about shifting adult mindsets and behavior, it is work that frequently challenges assumptions, expectations, beliefs, instructional practices, and long-standing habits. To have meaningful and productive conversations about evaluation and data, educators must be equipped with effective practices and tools that allow…

In post-secondary education, degree attainment for first-generation college students (FGCS) is essential. The purpose of this explanatory sequential mixed-methods study is to explore the first-generation college student's persistence from their first year to the second year at a private or public post-secondary institution. The second purpose is…

This issue brief is part of a five-part series that reports findings from research conducted by ACT in collaboration with Region One Education Service Center. This brief focuses on the efficacy of SEL lessons implemented during the 2019-2020 school year and examines their relationship to school-reported student outcomes such as grades, attendance,…

Out-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional…

The authors summarize findings of two major meta-analyses that examined the influence of universal, school-based SEL (social-emotional learning) programs on student outcomes in six domains related to social-emotional skills and behavior and academic achievement. Major findings indicated that participating in SEL programs had positive effects on…

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when…

Treatment integrity is a critical component to fully understanding the relationship between implementation of evidence-based interventions and student outcomes. Research shows that school-based implementers require support beyond what is typically provided to consistently implement interventions with adequate levels of treatment integrity, and…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. "Class-Wide Function-Related Intervention Teams (CW-FIT)" is one such strategy. As part of "CW-FIT," teachers establish classroom rules, provide instruction on target skills,…