The Impact of After-School Programs That Promote Personal and Social Skills

The first of several reports to come from CASEL's major meta-analysisproject. Conducted in collaboration with Joseph Durlak of Loyola Universityand funded by the W.T. Grant Foundation, this first report describes thestrong positive effects after-school programs can have, and the conditionsneeded to realize these benefits

Mahoney, Joseph L., Joseph A. Durlak, and Roger P. Weinberg, an Update on Social and Emotional Learning Outcome Reserach, Phi Delta Kappan, 100(December, 2018/January,2019) 18-25.

Summarizes recent meta-analyses of research in social and emotional learning; notes key findings; gives implications for research, practice, and policy

Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation

Abstract The first purpose of this review was to assess the impact of implementation on program outcomes, and the second purpose was to identify factors affecting the implementation process. Results from over quantitative 500 studies offered strong empirical support to the conclusion that the level of implementation affects the outcomes obtained in promotion and prevention programs. Findings from 81 additional reports indicate there are at least 23 contextual factors that influence implementation. The implementation process is affected by variables related to communities, providers and innovations, and aspects of the prevention delivery system (i.e., organizational functioning) and the prevention support system (i.e., training and technical assistance). The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings