This paper explores the views of young people aged 12-14 on gender diversity, drawing upon school-based qualitative data from a study conducted in England in 2015-2016. Although earlier feminist and queer research in schools often found evidence of variable local gender cultures and gender non-conformity, we argue that the contemporary context,…

Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students' progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one…

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. A separate research brief also was published.…

This research brief summarizes key points from a technical report (published separately), examining analyses of the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011. [For the technical report, see ED629324.]

Schools can work toward achieving safe, positive environments by integrating a behavioral support framework for students with a systematic approach to identifying students in need of mental health services. This study of the U.S. Department of Education's School Climate Transformation Grant (SCTG) program examined how participating states and…

How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? This valuable book profiles six high-performing high schools that had a singular focus on improving the educational outcomes of English learners. The authors use these case studies to identify a comprehensive…

Many teachers do not receive the support necessary to simultaneously teach and respond appropriately to challenging student behavior. The systems in place are often purely reactive and lack a preventative component to address challenging behavior. The Center for Promise examined exclusionary discipline in Minnesota by speaking with young people…

Student discipline issues can impact student achievement and disrupt the learning process in the school setting. Behavioral issues among female students have become prevalent in public schools, and disciplinary rates of African American female students are disproportionately high. School administrators have the responsibility to manage student…

Minority parents are less likely to engage in their children's school though they are not less interested in their children's education or less involved in their children's lives at home. This gap in parent engagement affects the educational success of their children and has significant implications for minority communities and states with large…

The Now is the Time initiative, introduced following the school shooting at Sandy Hook Elementary in 2012, includes among its goals making schools safer and increasing access to mental health services. To address these aims, the U.S. Department of Education launched its School Climate Transformation Grant (SCTG) program, which aims to promote more…

The purpose of this case study was to examine the schools in Indiana with students identified with disabilities who are performing successfully on the state achievement assessment, ISTEP+. The intent was not to focus on how to help this population of students pass the state assessment, rather it was to see what was happening to make this type of…

This policy brief is part of a larger research report, "Making ESSA's Equity Promise Real: State Strategies to Close the Opportunity Gap," that describes how states are using opportunities in ESSA [Every Student Succeeds Act] to better support historically underserved students through the thoughtful selection of specific equity measures…

The Leadership Identity Development (LID) Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) provides a stage leadership development model for college students that can be applied to collegiate recreation student staff, volunteers, participants, and varsity student-athletes. This chapter provides guidance to implement the model in…

Students of public speaking are often asked if a basic public speaking course helped them deal with their fear of public speaking. Comparisons of anxiety levels between students enrolled in traditional 15-week semester courses and those enrolled in intensive courses has received little attention. The purpose of this exploratory, quasi-experimental…

School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the…