Celia J Gomez

The authors provide information on the implementation and outcomes of the four-day school week using quantitative and qualitative data from a variety of sources. The authors add to the literature by providing the richest qualitative data on the four-day-school week to date, analyzing the broadest set of outcomes for a variety of stakeholders, and using the most up-to-date data available.

This report reviews recent evidence on U. S.-based social and emotional learning (SEL) interventions for K-12 students to better inform the use of these interventions under the Every Student Succeeds Act (ESSA). The authors discuss the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA.

In this report, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative-which is an effort to explore whether and how children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning-as well as what it takes to do this work. The researchers report findings and early lessons from the first two years of implementation in the six participating communities.