Below are the site contents that matched your search. Use the text box and tags on the left side of the page to refine your search. The NCSSLE logo appears next to resources produced by NCSSLE.
Designed to help stakeholders better understand the policy environment surrounding current school discipline practices in our country. This compendium provides information on school discipline laws and administrative regulations for the United States, including the 50 States, Washington D.C. and Puerto Rico.
Highlights best practices and Louisiana Safe Supportive Schools Initiative (LSSSI) districts that did exemplary work in promoting classroom management and restorative practices for stakeholders interested in the LSSSI work.
Highlights best practices and Louisiana Safe Supportive Schools Initiative (LSSSI) districts that did exemplary work in promoting social and emotional competencies and mental health for stakeholders interested in the LSSSI work.
Highlights best practices and Louisiana Safe Supportive Schools Initiative (LSSSI) districts that did exemplary work in promoting student voice, participation, and relationships for stakeholders interested in the LSSSI work.
Summarizes the economic conditions in rural communities since the Great Recession and highlights the educational attainment of rural men. The brief describes the barriers to attending college that rural men face and the promising efforts that Hinds Community College and the Louisiana Community and Technical College System (LCTCS) have undertaken to help men gain the knowledge and skills they need to compete in the modern workforce.
Provides information on the outcomes of students who attended Macomb Community College during or after 2003 and who transferred to University Partners Advisory Council (U-PAC) institutions between fall 2007 and spring 2009. The study examines the rate at which students earn bachelor’s degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation.
Identifies “bright spots” among Michigan districts implementing SEL practices to improve outcomes for children, including four key evidence-based strategies.
Discusses how colleges have been struggling to meet the surging demand for mental health services on campus, and some schools are wrestling with how much care they owe students.
Explores the academic and economic consequences of taking higher or lower credit loads. Using student-level data from the Tennessee Board of Regents, it estimates differences in award completion and credit accumulation across students according to their first semester and first-year credit loads.
Proposes a vision and path forward for a broad coalition of partners to bring inclusive, equitable, and evidence-based supports to students and educators experiencing trauma and transform outcomes in the Appalachian region.