Evaluating the “Powered by Compass” Model: Implementation Quality and Student Investment Matter

• In Event: Preparing Parents and Educators to Support Students With Learning Disabilities, Autism, and Specialized Programs

Abstract

This study examined the effectiveness of a universal SEL program, Powered by Compass (PbC). Longitudinal data were analyzed from 2,092 students enrolled across 21 schools to assess implementation, investment, and engagement in PbC, and seven indicators of intrapersonal (e.g., resilient coping) and relational development (e.g., connection and rejection). Pre-post analyses indicated that higher quality implementation of PbC was associated with more growth in all indicators of development from Fall to Spring of one academic year. Investment was also associated with more Fall-to-Spring growth, particularly for intrapersonal development. These findings suggest that when implemented well, PbC can influence social-emotional development within one academic year, but that building student buy-in is an important component.

Authors

• Jacqueline Horan Fisher, Mercy University

• Sara E. Rimm-Kaufman, University of Virginia

• Bethanie Jane Hankins, Mercy College

• Nadine Janz, Mercy College

• Salma Yasbah, Mercy University