A Context, Input, Process, Product Evaluation of a Middle School's Social and Emotional Learning Program (Poster 2)

• In Event: Division H Graduate Student Poster Session: Fresh Perspectives on Research, Evaluation, Assessment, and Accountability in Schools

Abstract

The purpose of this study was to conduct a program evaluation of an eighth grade social and emotional learning community-school program aligned to the Collaborative for Academic Social and Emotional Learning framework and implemented through project-based learning. Pressure to successfully address social and emotional learning needs of students resulted in this summative program evaluation utilizing the Context, Input, Process, and Product evaluation model. A mixed methods triangulation data showed adult stakeholders felt the program positively impacted student SEL, but past student SEL data showed no significant impact on student SEL. The CIPP model demonstrated its usefulness as an evaluative tool revealing the need to improve program implementation, specifically by teachers, and the impact adult implementation has on accurately measuring SEL.

Author

• Kristie M. Fetty, Malone University