Culturally Responsive, Embedded, Social and Emotional Learning (CRESEL) in Alaska Project. Final Evaluation Report

Autor/inn/en	Kendziora, Kimberly; Li, Yibing; Spier, Elizabeth
Institution	American Institutes for Research (AIR)
Titel	Culturally Responsive, Embedded, Social and Emotional Learning (CRESEL) in Alaska Project. Final Evaluation Report
Quelle	(2021), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Culturally Relevant Education; Social Emotional Learning; Trauma; Rural Schools; School Districts; Program Implementation; Program Evaluation; Fidelity; Outcomes of Education; Academic Achievement; Attendance; Discipline; Graduation Rate; Interpersonal Competence; School Culture; Educational Environment; Student School Relationship; State Surveys; Scores; Institutional Characteristics; Elementary School Students; Alaska + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Programme evaluation; Programmevaluation; Lernleistung; Schulerfolg; Schulleistung; Anwesenheit; Disziplin; Interpersonale Kompetenz; Schulkultur; Schulleben; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung
Abstract	Culturally Responsive, Embedded, Social and Emotional Learning (CRESEL) in Alaska integrated social and emotional learning (SEL), culturally responsive, and trauma-informed approaches in rural and frontier school districts. The evaluation of CRESEL included implementation and impact evaluations. The implementation evaluation found that most districts implemented CRESEL with fidelity by Year 2, but by Year 4, only 45% of CRESEL schools (and 17% of control schools) met fidelity criteria. Because of low levels of school-level implementation and low treatment contrast, the impact evaluation is not a strong test of CRESEL. The impact study used a pair-matched, randomized control design. Results showed that there were no differences for any tested outcome, including student achievement, attendance, discipline, graduation, and social and emotional skills. There were no differences on any scale of the School Climate and Connectedness Survey (SCCS). Finally, there were no differences in the specific staff attitudes and behaviors hypothesized to be affected by CRESEL, such as creating a respectful climate, using SEL practices with students, or attending to adult SEL. A quasi-experimental, matched-district analysis using state report card and SCCS data also showed no differences between districts that did or did not implement CRESEL. Analyses based on implementation fidelity scores showed that schools with higher CRESEL implementation fidelity had significantly higher staff-reported SCCS scores for School Leadership and Involvement, Staff Attitudes, Student Involvement, and Cultural Connectedness. In addition, schools with more years of exposure to CRESEL had significantly higher scores than those with fewer years for: Respect (the degree to which a school creates a safe and respectful climate), Teach (how schools use SEL standards and direct instruction to develop a common understanding of SEL), and Practice (how well a school adopts teaching strategies, routines, and practices that give students the opportunity to use SEL skills throughout the day). Overall, this study did not demonstrate an impact of CRESEL, but did identify some promising findings in the exploratory analyses of outcomes as a function of CRESEL implementation. (As Provided).
Anmerkungen	American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.air.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01