Summary
Caring School Community, offered by Collaborative Classroom, provides a teaching practices approach to SEL. It includes programming for K-8 and demonstrates evidence of effectiveness at grades 3-6. Translated materials for Caring School Communities are available in Spanish.
Strategies supporting educational equity (CASEL)
Caring School Community features strategies for understanding and customizing for context. This includes school-wide community building activities to help develop teacher knowledge about the cultural backgrounds and perspectives of students. Additionally, teacher manuals provide explicit guidance for customizing the program to meet the needs of students in a given context.
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)
Elementary (K-5), Middle (6-8)
Setting
Classroom, Schoolwide, Home, Community
Language
English, Spanish
Cost
Pricing available through provider
# Lessons
30-35
Program Design
Tier 1 (Universal)
Technology Requirements
None Required
Staffing Requirements
No additional staffing required
Professional Development
On-site, Virtual, Offsite, Train the Trainer
Outcomes
Improved SEL skills and attitudes
Reduced Emotional Distress
Improved Identity Development/ Agency
Improved Academic Performance
Reduced Problem Behavior
Improved School Climate
Improved School Connectedness
Improved Prosocial Behavior
Improved Teaching Practices
Improved SEL Skills and Attitude
Evidence of Effectiveness
Results from a quasi-experimental (QE) evaluation conducted over three consecutive academic years (1992-1995; reports written in 1996 and 2000) supported the effectiveness of Caring School Community for elementary school students. This evaluation included grade 4 through 6 students enrolled in urban, suburban, and rural schools in the U.S. Southeast, West, and Northeast. These evaluations found that students participating in the program showed significant improvements in student-reported SEL skills and attitudes compared to students in the control group (outcomes reported one year after baseline; however, outcome pretest was not statistically accounted for). Additionally, students in grades 5 and 6 had significantly less alcohol use compared to students in the control group (outcomes reported two years after baseline, while controlling for outcome pretest).
Results from a QE conducted in the 2005-2006 school year (published reports written in 2006; Chang & Muñoz; Muñoz & Vanderhaar) supported the effectiveness of Caring School Community for elementary school students. This evaluation included 1,039 grade 3 through 5 students enrolled in urban schools in the U.S. Southeast (58% white, 35% Black/African American; 61% free or reduced-price lunch (FRPL) eligible). These evaluations found that students participating in the program showed significant improvements in student-reported classroom climate and school connection, as well as improvements teacher-reported student-teacher relationship compared to students in the control group (outcomes reported one year after baseline, while controlling for outcome pretest).
Results from a randomized controlled trial conducted over four consecutive academic years (2002-2006; unpublished report written in 2007) supported the effectiveness of Caring School Community for elementary school students. This evaluation included 5,700 grade 3 and 4 students enrolled in urban and suburban schools in the U.S. Midwest. This evaluation found that students participating in the program showed significant improvements in mathematics and communication arts achievement test scores, as well as student-reported altruistic and bullying behaviors compared to students in the control group (outcomes reported one year after baseline, while controlling for outcome pretest).
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Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Battistich, V. Schaps, E., Watson, M., & Solomon, D. (1996). Prevention Effects of the Child Development Project: Early Findings from an Ongoing Multisite Demonstration Trial. Journal of Adolescent Research, 11(1), 12-35.
Chang, F., & Muñoz, M. A. (2006). School Personnel Educating the Whole Child: Impact of Character Education on Teachers’ Self-Assessment and Student Development. Journal of Personnel Evaluation in Education, 19(1), 35-49.
Marshall, J. & Caldwel, S. (2007). Caring School Commmity Implementation Study: 4 year Evaluation Report. Unpublished report.
Muñoz, M. A., & Vanderhaar, J. E. (2006). Literacy-embedded character education in a large urban district: Effect of the Child Development Project on elementary school students and teachers. Journal of Research in Character Education, 4(1-2), 47-64.
Solomon, D., Battistich, V., Watson, M., Schaps, E., & Lewis, C. (2000). A six-district study of educational change: direct and mediated effects of the child development project. Social Psychology of Education, 4, 3-51.