The findings reported here are based on research funded by grants from the Institute of Education Sciences (IES), U.S. Department of Education:R305L030072, R305L030004 and R305A080253 to the University of Illinois at Chicago (2003–2005) and Oregon State University (2005–2012). The SACD Research Program is a collaboration among IES, the Centers for Disease Control and Prevention's (CDC) Division of Violence Prevention, Mathematica Policy Research Inc. (MPR), and awardees of SACD cooperative agreements (Children's Institute, New York University, Oregon State University, University at Buffalo-SUNY, University of Maryland, University of North Carolina-Chapel Hill, and Vanderbilt University). Moreover, the preparation of this manuscript was supported, in part by the National Institute on Alcohol Abuse and Alcoholism (NIAAA T32 AA014125).
Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools†
Article first published online: 21 OCT 2013
© 2013, American School Health Association
Journal of School Health
Volume 83, Issue 11, pages 771–779, November 2013
How to Cite
Using social-emotional and character development to improve academic outcomes: a matched-pair, cluster-randomized control trial in low-income, urban schools., , , , , , , , , .
Indicates CHES continuing education hours are available. Also available at http://www.ashaweb.org/continuing_education.html
- Issue published online: 21 OCT 2013
- Article first published online: 21 OCT 2013
- Manuscript Accepted: 26 AUG 2012
- Manuscript Received: 16 APR 2012
- Institute of Education Sciences
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