Summary
Positive Action is a whole-school reform strategy designed to improve social-emotional and achievement outcomes by building school climate, self-control, goal-setting, problem-solving, persistence, and other skills. Students learn these skills through structured discussions and activities, games, and role plays. Teachers receive detailed manuals and materials to support 140 15-20 minute lessons per year (4 days per week). Parents also receive handbooks that parallel the school lessons.
Strategies supporting educational equity (CASEL)
Not available at this time.
Implementation
Below are key implementation details for this program. These specifications help determine if the program is a good fit for your school or organization.
Grade(s)
Pre-K, Elementary (K-5), Middle (6-8), High School (9-12)
Setting
Classroom
Language
English
Cost
Varies based on school enrollment. For example, a K-5 school w/ 540 students would be approximately $15,700 for the first year (Instructor’s Kits for 3 teachers per grade, 1 Counselor’s Kit, 1 Elementary Climate Development Kit, 180 Parent Handbooks, plus shipping/handling and 1 day of onsite training). Each successive year would be approximately $5,800 (Refresher Kits, additional Parent Handbooks and follow-up training of 1-2 hours via live webinar).
# Lessons
140
Program Design
Tier 1 (Universal)
Technology Requirements
No technology required
Staffing Requirements
No additional staffing required
Professional Development
Administrators, faculty and support staff receive at least 3 to 5 hours orientation training in the first year and 2-4 hour sessions for each successive year. Technical support is available with a program consultant as needed. Mid-year, End-of-Year trainings and Train-the-Trainers options are also available.
Evidence of Effectiveness
Note: This program’s authors proposed some revisions to this summary. These are currently under discussion, and may lead to revisions by the end of February, 2020. A randomized evaluation of Positive Action compared 7 schools in Chicago using the program to 7 similar schools that did not receive the program. The participating students were composed of 46% African Americans and 27% Hispanics. Students’ academic, behavioral, and social outcomes were measured by students’ self-reports, primary caregivers’ reports, and teacher reports. Among a number of outcomes, students in treatment schools were found to show improved academic performance (ES=+0.14). Although the study also found positive effects of Positive Action on attendance and empathy, the program’s negative effects on engagement with learning and self-efficacy for peer interaction counterbalanced the positive effects, resulting in no significant findings on academic engagement or social relationships.
Another randomized controlled study evaluated Positive Action in 10 schools in Hawaii, comparing them to 10 matched control schools. Twenty-six percent of the sample was Hawaiian, and 25% of the sample was Asian American. All participating schools had at least 25% of the students receiving free- or reduced-price lunches. In this study, students who received Positive Action demonstrated improvements in academic performance (ES=+0.30), academic engagement (ES=+0.21), and suspensions (ES=+0.25).
Positive Action qualifies for a “Strong” rating for Academic Competence and a “Promising” rating for Problem Behaviors.
Published Studies
Refer to the provided ESSA for the most up-to-date published studies.
Snyder, F., Flay, B., Vuchinich, S., Acock, A., Washburn, I., Beets, M., & Li, K. K. (2010). Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster-randomized, controlled trial. Journal of Research on Educational Effectiveness, 3(1), 26-55.
Bavarian, N., Lewis, K. M., DuBois, D. L., Acock, A., Vuchinich, S., Silverthorn, N., … & Flay, B. R. (2013). Using social‐emotional and character development to improve academic outcomes: A matched‐pair, cluster‐randomized controlled trial in low‐income, urban schools. Journal of School Health, 83(11), 771-779.
Social and Character Development Research Consortium (2010). Efficacy of schoolwide programs to promote social and character development and reduce problem behavior in elementary school children (NCER 2011-2012). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.