Search Results: (31-45 of 71 records)
|America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
|The Incredible Years
The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0–12 who are classified as having an emotional disturbance or those at risk for classification. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents are given training on how to provide positive discipline, promote learning and development, and stay involved in children’s lives at school. The WWC reviewed 81 studies that investigated the effects of The Incredible Years on children. One study meets WWC evidence standards, a randomized controlled trial that included 51 students at the University of Washington Parenting Clinic. Based on this study, the WWC found The Incredible Years to have potentially positive effects on external behavior and social outcomes for children classified as having an emotional disturbance.
Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. Group sessions for parents support the child component and address setting expectations, praise, discipline, managing stress, communication, and child study skills. Based on its review of the research, the WWC found Coping Power to have positive effects for external behavior and potentially positive effects for social outcomes for children classified or at risk for having an emotional disturbance.
|The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.
|Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children
The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.
|Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
|What Characteristics of Bullying, Bullying Victims, and Schools are Associated with Increased Reporting of Bullying to School Officials?
This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victims' schools to deter-mine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it.
|WWC Quick Review of the Report "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months"
The "Efficacy of a Theory-Based Abstinence-Only Intervention Over 24 Months" quick review looks at a study that examined whether abstinence-only education program based on behavioral change theory could reduce sexual behavior over a 24-month follow-up period.
|WWC Quick Review of the Article "Effects of Social Development Intervention
in Childhood 15 Years Later"
The study examined the long-term effects of the Seattle Social Development Project (SSDP), an elementary-school–based intervention designed to improve students’ social skills and engagement.
|Recess and Classroom Behavior Study
The study analyzed a nationally representative sample of over 10,000 students enrolled in third grade during the 2001–02 school year. These data were drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (ECLS–K).
|Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School
The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
|WWC Quick Review of the Article "Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program"
The study finds that students in the REDI group outperformed control students on one of three measures of language development (effect sizes ranged from â€“0.07 to 0.15) and two of three measures of emergent literacy skills (effect sizes ranged from 0.16 to 0.39).
|ECLS-K Eighth Grade Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring eighth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included.
There is an errata in the household roster data on this file. Please see the errata sheet here.
|Status and Trends in the Education of American Indians and Alaska Natives: 2008
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. It shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.
Project “Graduation Really Achieves Dreams” (GRAD) is an initiative for students in economically disadvantaged communities that aims to reduce dropping out and increase rates of college enrollment and graduation by increasing reading and math skills, improving behavior in school, and providing a service safety net. At the high school level, Project GRAD provides four-year college scholarships and summer institutes to promote attending and completing high school. Project GRAD also provides services in those elementary and middle schools that feed in to the participating high schools.
Page 3 of 5