An Analysis of the Effects of Implementing Personalized Learning Connections in Broward County Public Schools. Working Paper
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| Title: | An Analysis of the Effects of Implementing Personalized Learning Connections in Broward County Public Schools. Working Paper |
|---|---|
| Language: | English |
| Authors: | Sass, Tim R., Austin, Wes, National Center on Scaling Up Effective Schools (NCSU) |
| Source: | National Center on Scaling Up Effective Schools. 2019. |
| Availability: | National Center on Scaling Up Effective Schools. 230 Appleton Place PMB 414, Nashville, TN 37203. Tel: 615-322-0225; Fax: 615-322-7890; Web site: https://my.vanderbilt.edu/scalingupcenter/ |
| Peer Reviewed: | N |
| Page Count: | 77 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C100023 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Public Schools, Individualized Instruction, High Schools, Program Effectiveness, Academic Education, Social Development, Emotional Development, Attendance, Discipline, Program Implementation, Integrity, High School Students, Suspension, Testing |
| Geographic Terms: | Florida |
| Abstract: | This report analyzes the effects of implementing a personalization for academic and social emotional learning (PASL) program in selected Broward County high schools. PASL was implemented with a continuous improvement model promoting deliberate adaptations to class- and school-level conditions. PASL practices include goal setting, use of data, educator teams, and points of contact between teachers and students. The implementation of PASL started at three high schools in 2014-2015 (the "innovation year") and expanded to an additional five high schools in the 2015-2016 "scale-out year." Because of the nature of the adaptive continuous improvement, there were many differences in implementation and treatment practices across schools. As a result of these differences, the authors analyze program effects both collectively and on a school-by-school basis. Overall, the effects of PASL were quite varied across schools and outcomes. Findings revealed the most consistent evidence of an impact of PASL is a reduction of major disciplinary incidents in the innovation schools, although there was still a good deal of variation. Additionally, the schools with the most consistent evidence of a positive impact of PASL had the highest levels of implementation integrity. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | ED600455 |
| Database: | ERIC |
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