Designing Systems of Support for SEL and Learning Differences
PSA is working with the Center for Global Education at Asia Society to explore the role of its SEL/Learning Differences working group in accelerating the work of 14 school systems in North America and Asia to design systems that give all students the skills needed to thrive in school and in life, and ensure that educators have the tools to integrate SEL into their classrooms. PSA’s study will explore the elements of the working group that are most important in supporting systems change; summarize system-level readiness factors; and provide case snapshots of how two school systems applied learning to implement system changes.
21st Century Competencies
As part of the Global Cities Education Network, the Center for Global Education at Asia Society convened a working group of leaders from major cities in Asia and in North America to discuss approaches to building education systems that support the development of 21st century competencies. PSA documented the efforts of the working group to identify system-building approaches—including system-building across the formal and non-formal sectors—to integrating 21st century competencies throughout a student’s educational experience. In a second phase of the work PSA explored strategies used by city teams to test and refine strategies in schools and classrooms to promote 21st century competencies.
System Supports for 21st Century Competencies
SEL in NYC Department of Youth and Community Development-funded Youth Programs
PSA has examined social-emotional learning (SEL) implementation and outcomes in youth programs funded by the New York City Department of Youth and Community Development (DYCD). First, PSA led an evaluation of practices designed to promote social-emotional learning in out-of-school time programs funded by the Department of Youth and Community Development (DYCD). For this evaluation, PSA conducted interviews with program staff and leaders, program observations, and document review. The study generated a practitioner-friendly report designed to be disseminated to program providers to share themes and practices across the initiative as part of the agency’s efforts to scale strengths-based practices and enhance social-emotional outcomes. PSA also evaluated the implementation and outcomes of the DYCD Young Men’s Initiative (YMI) Cornerstone Mentoring Program, a cross-agency initiative aimed at relieving the disparities in outcomes between young Black and Latino men and their peers. The DYCD YMI Cornerstone Mentoring Program targets youth in fifth through ninth grade who are at risk of dropping out of school, and is operated by nonprofit provider organizations in 25 community centers located in New York City Housing Authority facilities. PSA examined patterns of participation; program practices that promote participant attitudes toward school, engagement in learning and social-emotional development; and the successes and challenges of the mentoring program in building the capacity of mentors to work effectively with youth. Data collection activities included administration of surveys to participants and non-participants and to mentors; as well as interviews and focus groups with Cornerstone directors, mentoring coordinators, mentors, and youth.
Strategies for Social-Emotional Learning in COMPASS Programs
Strengthening the Mentoring Experience—YMI Cornerstone Mentoring Program
Engagement in Learning—YMI Cornerstone Mentoring
Levers of Impact in YMI Cornerstone Mentoring
ExpandED Schools
PSA conducted a five-year assessment of the ExpandED Schools national demonstration, in New York, New Orleans, and Baltimore. One component of this project was the development of a research brief on supporting socio-emotional learning and academic mindsets in students and ways in which the ExpandED Schools model could help students develop key competencies to improve school engagement and success. PSA reviewed national research on interpersonal, intrapersonal, and cognitive learning; conducted research on practices and interventions for supporting the development of these mindsets in at-risk students; and connected best practice research to the strategies reported by school administrators and staff for developing mindsets and skills for school engagement.
ExpandED Schools: Developing Mindsets to Support Academic Success