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The Cleveland Metropolitan School District implemented an evidence-based social and emotional learning program—Promoting Alternative Thinking Strategies (PATHS). AIR’s evaluation of the program indicates that student outcomes improved, despite the challenges faced by this complex urban school district, and even with imperfect implementation and uncertain fidelity.
The Cleveland School District and AIR implemented a districtwide effort to improve safety, order, and conditions for learning, including social and emotional competence, connectedness to caring adults and peers, and the experience of emotional and physical safety. Findings included improved conditions for learning, better attendance, decreased disruptive behavior, and fewer suspensions.
What makes a school a place where Alaskan students want to be and want to do well? Why do students stay in school or drop out? And what do Alaskan students believe that schools can do to help them succeed? Researchers at AIR present the answers, provided directly by students, to these questions.
AIR surveyed school climate in 33 Alaska school districts between 2006 and 2009. Overall school climate increased in these districts at the same time that statewide achievement test results declined—especially for math. This report explores the nature of the relationship between school climate and student achievement over time, concluding that, at a district level, improvements in school climate buffered the decline in achievement.
The Cleveland Metropolitan School District and the mayor of Cleveland asked AIR to conduct an independent gaps analysis and to make recommendations regarding what can be done in Cleveland's schools and by its mental health and other community agencies to improve the connectedness that students have to school, as well as their mental wellness and safety.