Reports and Tools

As an organization engaged in continuous exploration and self-examination, we believe it is critical to share what we are learning and do our part to grow the knowledge base of this field of work. 

"Bridgeport Public Schools Social and Emotional Learning (SEL) Partnership May 2018 Community Update"

Authors: Michael J. Strambler, Ph.D. and Joanna L. Meyer, M.A.T., Yale University, 2018

The Bridgeport Public Schools (BPS) Social and Emotional Learning (SEL) Initiative with Yale University and Bridgeport Child Advocacy Coalition (BCAC) was launched in 2013 to build the social and emotional skills of Bridgeport Public Schools administrators, teachers, staff, students, and their families. This report provides an overview of the Initiative, successes and results to-date as well as plans for the future. The report can be found here.

"Improving School Climate as a Benefit to All: A Case Study"

Author: Bridgeport Child Advocacy Coalition, 2017

A follow up to the 2015 report, "LOST CLASS TIME: Redefining School Discipline and Improving School Climate in Bridgeport", this report provides a summary of the Social and Emotional Learning Initiative underway in the Bridgeport Public Schools, and highlights the overall decrease in school suspensions, both in and out of school, since 2014 at four pilot schools deeply implementing both RULER and Restorative Practices. The full report can be found here.

"Social and Emotional Learning in the Bridgeport Public Schools: An Initial Report to the Community"

Authors: Joanna L. Meyer, M.A.T. and Michael J. Strambler, Ph.D., Yale University, 2016

This report provides a summary of key findings from an initial evaluation of the district-wide Social and Emotional Learning (SEL) Initiative in Bridgeport. During the first year of classroom-level programming, evaluators found evidence that SEL tools were becoming a regular part of classroom instruction throughout the Bridgeport Public Schools. The team also found evidence supporting the relationship of student outcomes such as academic grades, attendance, and rates of suspensions and expulsions with student perceptions of positive school climate and their own SEL skills. Student self-assessments of behavior regulation had the strongest and most consistent association. Similarly, students who perceived more student-teacher trust had higher grades and lower odds of having a suspension or expulsion. Other school climate measures associated with lower odds of suspensions and expulsions include self-reported emotional regulation, social competence, and school rules and norms. Findings suggest that enhancing school climate and social and emotional learning skills may be beneficial for Bridgeport students’ academic and behavioral outcomes. The report can be found here.

"Social and Emotional Learning: Why Students Need It. What Districts are Doing About It."

Author: Education First, 2016

This publication explores how three diverse school districts - Sacramento, California, Anchorage, Alaska and Bridgeport, Connecticut - are taking their SEL strategy to scale and some of the key administrative, academic, communications and measurement decisions they face along the way. The publication begins with an overview paper that explores six key implementation questions with recommendations based on the districts’ approaches, followed by three individual case studies that introduce readers to the challenges and successes each city is experiencing with SEL implementation. The report also offers recommendations for schools and districts to incorporate SEL into the fabric of their own school communities and beyond. The report can be found here.

"LOST CLASS TIME: Redefining School Discipline and Improving School Climate in Bridgeport"

Author: Bridgeport Child Advocacy Coalition, 2015

The report highlights the decrease in school suspensions, both in and out of school, between 2012-2015 academic years in the Bridgeport Public Schools. The report highlights the role social and emotional learning plays in the decline of student suspensions in grades pre-K-12. The report also shows that school suspensions disproportionately affect students of color, and that social and emotional practices to reinforce positive behavior within schools is a sustainable solution to decreasing school suspensions. The full report can be found here.

"Measuring Elementary School Students’ Social and Emotional Skills: Providing Educators with Tools to Measure and Monitor Social and Emotional Skills that Lead to Academic Success"

Author: Child Trends, 2014

This report describes the work undertaken by the Tauck Family Foundation and Child Trends, a national leader in measuring children’s development and well-being, and provides the results of that work. Child Trends’ and the Foundation’s primary goal was to create tools that the Foundation’s investees could use to assess and monitor the extent to which the organizations are improving low-income students’ social and emotional skills associated with success in school and life. A secondary goal was to provide these tools and related guidance to other educators across the country who share a desire to strengthen students’ social and emotional skills as a strategy for supporting their success. 

Access the Report here.

"Encouraging the Development of Key Life Skills in Elementary School‐Age Children: A Literature Review and Recommendations to the Tauck Family Foundation"

Working paper produced by Child Trends, 2012. 

Authors: Nina Chien, Vanessa Harbin, Samantha Goldhagen, Laura Lippman, Karen E. Walker

This working paper addresses three key questions:

  • What life skills have been identified in the research literature as contributing to success for elementary school students?
  • To what extent does the development of those skills contribute to long‐term success?
  • Are those skills malleable—that is, can social programs help young people develop and strengthen those skills?

Please access this working paper here.

"Essential Self Management Skills: Summary of Research"

Working Paper produced by Child Trends in partnership with the Tauck Family Foundation, 2012.

Authors: Lori Delale‐O’Connor, Chelsea Farley, Laura Lippman, Karen E. Walker

Through the course of our work together, four particular skills have emerged as potential areas of focus for the Foundation: self‐control, academic self‐efficacy, persistence and mastery orientation. This short paper summarizes Child Trends’ review of existing research and our understanding of the Tauck Family Foundation’s goals and objectives.

Please access this working paper here.

Impact Capacity Assessment Tool (iCAT)

Author: Algorhythm

The iCAT is an organizational assessment, planning, and evaluation tool that helps consultants, funders, parent organizations, associations of nonprofits and other intermediaries to better target their efforts in supporting and strengthening the nonprofits they work with. It assesses six key organizational capacities: Leading, Learning, Resource Generating, Planning, Managing, and Overseeing. Each of these six capacities also have a number of subcapacities. The iCAT report includes a score for each capacity and subcapacity on a 100-point scale, a series of detailed and prioritized recommendations, and a capacity building plan. The report assists the intermediary organization and the nonprofit in identifying areas of strength and areas needing improvement so that the nonprofit can become a more high-performing organization that is better able to effectively deliver on its mission.

For more information, please visit the iCAT website.