CASEL-Report-low-res-FINAL

ENdNoTES
1. Heitin, L. (2012, August 23). Polling Group:
Student Success Linked to Positive Outlook.
Education Week-Teacher. Retrieved from http://
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2. Reyes, M., Brackett, M., Rivers, S.,
Elbertson, N., & Salovey, P. (2012). School
Psychology Review 41(1), 82-99.
3. See supra notes 45-47.
4. Durlak, J., Weissberg, R., Dymnicki, A.,
& Schellinger, K. (2011, January/February).
The Impact of Enhancing Students’ Social
and Emotional Learning: A Meta-Analysis
of School-Based Universal Interventions.
Child Development, 82(1), 405-432; Durlak,
J., Weissberg, R., & Pachan, M. (2010). A
Meta-Analysis of After-School Programs that
Seek to Promote Personal and Social Skills in
Children and Adolescents. American Journal of
Community Psychology 45, 294-309; and see
supra notes 75-78.
5. See supra notes 79-82; Mart, A.,
Dusenbury, L., & Weissberg, R.P. (2011).
Social, Emotional, and Academic Learning:
Complementary Goals for School–Family
Partnerships. Handbook on Family and
Community Engagement, 37-43. Charlotte:
Information Age Publishing; Greenberg,
M.T., Weissberg, R.P., O’Brien, M.U., Zins,
J.E., Fredericks, L., Resnik, H., & Elias, M.J.
(2003, June/July). Enhancing School-Based
Prevention and Youth Development through
Coordinated Social, Emotional, and Academic
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466-474; Kress, J.S. & Elias, M.J. (2006).
Building Learning Communities through
Social and Emotional Learning: Navigating the
Rough Seas of Implementation. Professional
School Counseling 10(1), 102-107; Zins, J.E.,
Bloodworth, M.R., Weissberg, R.P., & Walberg,
H.J. The Scientific Base Linking Social and
Emotional Learning to School Success. In
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Walberg (Eds.), Building Academic Success
on Social and Emotional Learning: What Does
The Research Say? (pp. 3-22). New York, NY:
Teachers College Press.
6. See supra notes 83-87; and Payton, J., et
al. (2008). The Positive Impact of Social and
Emotional Learning for Kindergarten to Eighth-
Grade Students: Findings from Three Scientific
Reviews. Chicago, IL: CASEL.
7. See supra notes 88-92; U.S. Department
of Education. (2007). What Works
Clearinghouse Intervention Report: Positive
Action. Retrieved from http://ies.ed.gov/
ncee/wwc/pdf/intervention_reports/WWC_
Positive_Action_042307.pdf; Vega, V. (2012,
November). Social and Emotional Learning
Research: Evidence-Based Programs. Edutopia.
48 the Missing Piece
Retrieved from http://www.edutopia.org/selresearch-evidence-based-programs.
8. Sklad, M. Diekstra, R., De Ritter, M., &
Ben, J. (2012). Effectiveness of School-Based
Universal Social, Emotional, and Behavioral
Programs: Do They Enhance Students’
Development in the Area of Skill, Behavior, and
Adjustment?. Psychology in the Schools 49(9),
892-907; and see supra notes 93-99.
9. Carnelvale, A., Smith, N., & Strohl, J. (2010,
June). Help Wanted : Projections of Jobs
and Education Requirements through 2018.
Georgetown University Center on Education and
The Workforce.
10. Balfanz, R., Bridgeland, J., Bruce, M.,
& Fox, J. (2013). Building a Grad Nation:
Progress and Challenge in Ending the High
School Dropout Epidemic — Annual Update
2013. Washington, D.C.: Civic Enterprises.
11. Harvard Graduate School of Education,
Pathways to Prosperity Project. (2011,
February). Pathways to Prosperity: Meeting the
Challenge of Preparing Young Americans for the
21st Century. Cambridge, MA: Harvard College.
12. Carnelvale, A., Smith, N. & Strohl, J.
(2010, June). Help Wanted: Projections of Jobs
and Education Requirements through 2018.
Georgetown University Center on Education and
The Workforce.
13. See supra notes 113-123; and Payton, J.,
et al. (2008). The Positive Impact of Social and
Emotional Learning for Kindergarten to Eighth-
Grade Students: Findings from Three Scientific
Reviews. Chicago, IL: CASEL.
14. Bridgeland, J., Dilulio Jr., J., & Morison,
K. (2006, March). The Silent Epidemic:
Perspectives of High School Dropouts.
Washington, D.C.: Civic Enterprises.
15. See supra notes 129-137.
16. See supra notes 138-142; Reyes, M.R.,
Brackett, M.A., Rivers, S.E., Elbertson, N.A., &
Salovey, P. (2012). The Interaction Effects of
Program Training, Dosage, and Implementation
Quality on Targeted Student Outcomes for the
RULER Approach to Social and Emotional
Learning. School Psychology Review 41(1), 82-
99; Han, S. & Weiss, B. (2005). Sustainability
of Teacher Implementation of School-Based
Mental Health Programs. Journal of Abnormal
Child Psychology 33(6), 665-679.
17. ibid.
18. See supra notes 143-152; Christenson, S.
& Reschly, A.L. (2009). Handbook on School-
Family Partnerships. New York: Routledge;
American Institutes for Research. (2009,
April 16). Alaska Initiative for Community
Engagement Summative Report. Washington,
D.C.: American Institutes for Research;
Albright, M., Weissberg, R., & Dusenbury, L.
(2011). School-Family Partnership Strategies
to Enhance Children’s Social, Emotional, and
Academic Growth. Newtown, MA: National
Center for Mental Health Promotion; and
Bridgeland, J., DiIulio, J, Streeter, R., & Mason,
J., One Dream, Two Realities: Perspectives
of Parents of America’s High Schools. Civic
Enterprises in association with Peter D. Hart
Research Associates for the Bill & Melinda
Gates Foundation. October 2008.
19. The policy suggestions in Paths Forward
were informed by a variety of leading social
and emotional learning organizations and
education-focused research groups, including:
CASEL, National Center for Mental Health
Promotion and Youth Violence Prevention,
National Coalition for Parent Involvement in
Education, International Academy of Education,
the Harvard Family Research Project, the
Laboratory for Student Success at Temple
University, and the George W. Bush Institute.
20. Representatives Judy Biggert (R-IL),
Dale E. Kildee (D-MI), and Tim Ryan (D-OH)
introduced the bill in the 112th Congress.
21. Stillwell, R. & Sable, J. (2013). Public
School Graduates and Dropouts from the
Common Core of Data: School Year 2009–10:
First Look (Provisional Data) (NCES 2013-
309). Washington, D.C.: National Center for
Education Statistics, U.S. Department of
Education. Retrieved January 22, 2013, from:
http://nces.ed.gov/pubs2013/2013309.pdf.
22. Balfanz, R., Bridgeland, J., Bruce, M.,
& Fox, J. (2012). Building a Grad Nation:
Progress and Challenge in Ending the High
School Dropout Epidemic — Annual Update
2012. Washington, D.C.: Civic Enterprises.
23. ibid.
24. U.S. Department of Labor, Bureau of Labor
Statistics. (2012, March 12). Job Openings
and Labor Turnover — January 2013 (USDL-
13-0422). Retrieved from: http://www.bls.gov/
news.release/pdf/jolts.pdf.
25. Belfield, C., Levin, H., & Rosen, R. (2012,
January). The Economic Value of Opportunity
Youth. Washington, D.C.: Civic Enterprises.
26. ibid.
27. Bridgeland, J., Dilulio Jr., J., & Morison,
K. (2006, March). The Silent Epidemic:
Perspectives of High School Dropouts.
Washington, D.C.: Civic Enterprises.
28. Durlak, J., Weissberg, R., Dymnicki, A.,
& Schellinger, K. (2011, January/February).
The Impact of Enhancing Students’ Social
and Emotional Learning: A Meta-Analysis of
School-Based Universal Interventions. Child
Development, 82(1), 405-432.
29. The Collaborating Districts include
Anchorage, Austin, Chicago, Cleveland,