Summary
Consistency Management & Cooperative Discipline (CMCD), offered by the University of Houston College of Education, provides a teaching practices approach to SEL. It includes programs for grades Pre-K-12 and demonstrates evidence of effectiveness at grade 9.
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)
Elementary (K-5), Middle (6-8), High School (9-12)
Setting
Classroom, Schoolwide, Home
Language
English
Cost
Pricing available through provider
# Lessons
Unspecified
Program Design
Tier 1 (Universal)
Technology Requirements
Unspecified
Staffing Requirements
No additional staffing required
Professional Development
Onsite
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Results from quasi-experimental evaluations conducted in the 2008-2009 school year (unpublished report written in 2011) supported the effectiveness of CMCD for high school students in the U.S. Southwest. The first evaluation was conducted with 1,952 first-time grade 9 students (all students identified as Black or Hispanic; 93% economically disadvantaged). This evaluation found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest). The second evaluation was conducted with 344 grade 9 students who were repeating grade 9 (all students identified as Black or Hispanic; 86% economically disadvantaged). This evaluation also found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest).
Published Studies
Refer to the provided CASEL for the most up-to-date published studies.
Freiberg, J. H., Husinec, C. A., Rubino, C., Johnson, J., Borders, K., Williams, L., & Alexander, R. (2011). Unpublished manuscript presented at the Annual International Meeting of the American Educational Research Association.