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In September 2003, the U.S. Department of Education awarded a
contract to Mathematica Policy Research, Inc. (MPR) to conduct a multi-site evaluation
of the SACD programs. In funding a multi-site evaluation, IES and CDC are
creating uniform research and data collection standards across all research
sites as alternative programs are implemented and studied.
Within each site, schools are randomly assigned to one of two groups: a
treatment group in which a SACD program is implemented, and a control group
in which traditional educational practice continues. The national evaluation
team, including MPR and its subcontractors (Decision Information Resources,
Inc., University of Missouri-St. Louis, and Friday Systems Services, Inc.),
will collect data using common measures across sites. Children’s progress
and changes in school climate will be assessed longitudinally through child
assessments, parent surveys, teacher surveys, other school staff surveys,
and school observations conducted at the beginning of third grade (fall
2004).
Multi-site and individual site analyses will be conducted to answer the SACD
primary research questions. Impacts (treatment-control differences) will be
assessed at the beginning of (1) the spring semester of third grade, (2) the fall semester of fourth grade, (3) the spring
semester of fourth grade, and (4) the spring semester of fifth
grade. Although program models differ across sites, all seven
programs will be evaluated according to the degree to which they are
effective in improving key aspects of children’s development and learning
and the overall school climate that are intended to be influenced by SACD
initiatives in general. This collaborative research will provide school
administrators with research evidence to assist in the selection of social
and character development programs for elementary schoolchildren.
Timeline
Theoretical Model
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