The School Readiness Pathway is a broad and coherent body of information about what it takes to increase the number of children who are ready for school learning at the time of school entry. It highlights actions that individuals and organizations can take to achieve three crucial goals: good health, supportive social and cognitive environments, and safe, strong neighborhoods.
The 11 Principles of Effective Character Education are the cornerstone of the Character Education Partnership’s (CEP) philosophy on effective character education. Each principle outlines vital aspects of character education initiatives that should not be overlooked in program implementation. From curriculum integration to extra-curricular activities, from parent and community partnerships to staff development, the 11 Principles of Effective Character Education offer fundamental guidance for educators and community leaders to maximize their character education outcomes.
The 2013 CASEL Guide identifies well-designed, evidence-based social and emotional learning programs with potential for broad dissemination to schools across the United States. Based on CASEL’s work in research and practice spanning nearly two decades, we provide a systematic framework for evaluating the quality of classroom-based social and emotional learning (SEL) programs. In addition, the Guide shares best practices for district and school teams on how to select and implement social and emotional learning programs.
A Meta-Analysis of After-School Programs That Seeks to Promote Personal and Social Skills in Children and Adolescents
Educators, policymakers and the public agree that young people should leave school proficient in academic subjects, but should also be responsible, respectful, and able to work well with others. Schools play a critical role in working with families and communities to raise knowledgeable, happy, caring, and contributing children when schools successfully foster pupils’ cognitive, social and emotional development. This paper from the Collaborative for Academic, Social and Emotional Learning (CASEL) discusses these issues and makes recommendations.
The Four Counties for Kids (4C4K) 21st Century Community Learning Centers (21st CCLC) program is a federally funded comprehensive after school/community learning center project located in four rural counties in western Illinois (Brown, Cass, Morgan, and Scott). 4C4K is designed to meet five goals: (1) extend learning beyond the school day, (2) offer alternatives to drug use and violence, (3) coordinate services among local agencies, (4) coordinate programs among school districts, and (5) improve families’ access to services and technology.
21st Century Community Learning Centers (21st CCLC)—Texas serves youth as part of a federal program aimed at creating or expanding the role of community learning centers for economically disadvantaged and at-risk youth. The centers are intended to complement the youth’s regular academic program during nonschool hours (e.g., after school, weekends, summer) by providing academic enrichment activities and other valuable services and activities (e.g., drug and violence prevention, character education, technology, art, music, recreation).
The mission of the 3:00 Project, a statewide after school initiative in Georgia, is to transform the out-of-school time of early adolescents: instead of unsupervised, unstructured, and unproductive hours, they should be given the opportunity for challenge, commitment, and care. The middle school-based initiative has three key goals: to provide safety for children when they are out of school, to encourage the collaboration of community resources, and to build skills and improve academic success of participating students.
Cornell Cooperative Extension's 4-H Youth Development is an experiential education program for young people. It reaches youth throughout the state of New York; 4-H Youth Development is a nationwide program that reaches youth in every county in the United States. 4-H Youth Development programs create positive opportunities for youth to develop life skills and become engaged in the work of the University.
The Battle Mountain After School Program (BMASP) was designed as a place where at-risk children from Battle Mountain, Nevada, a rural mining community, can go after school to receive care and a meaningful educational experience. BMASP has three primary components: after school supervision, homework completion, and life-skills (e.g., community service and career) education. The program objectives are to alter students’ locus of control (i.e., teaching children about accepting responsibility for their actions) and to improve students’ academic achievement and attitudes toward school.
Be A Star is a preventive intervention offered to youth in existing community-based after school programs in St. Louis, Missouri, focused on building resiliency to withstand pressure from peers and the community to abuse substances. The program is designed to (a) improve decision making skills and interpersonal competence, (b) improve cultural awareness and self-esteem, and (c) increase unfavorable attitudes toward alcohol and drug abuse.