City Year’s Whole Child Whole School Model

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Designated
SEL-Supportive Program
Indicates that a program meets either the SELect or Promising evidence criteria for improving student or teacher outcomes, but does not fully meet all necessary program design criteria. These programs could be a beneficial part of systemic SEL implementation. To learn more, access CASEL’s updated criteria brief (pdf).
Program description

City Year’s Whole Child Whole School Model provides an organizational approach to SEL. It offers programming for grades K-12 and demonstrates evidence of effectiveness at grades 3-9. This program is facilitated through AmeriCorps members.

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      • Relationship building
      • Positive classroom management
    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • Technical assistance
    • Professional Learning Communities (PLCs)
    • Online resource library
    • Self-report tools for monitoring implementation
    • Observational tools
    • Tools for measuring student success

Evidence of effectiveness

Results from a quasi-experimental evaluation conducted from 2010 to 2014 (unpublished report written in 2015) supported the effectiveness of City Year’s Whole School, Whole Child Model for elementary, middle school, and high school students in 22 US cities. This evaluation included 678 schools who enrolled students in grades 3 to 9 (88% economically disadvantaged; 19% English language learners). This evaluation found that elementary, middle school, and high school students who participated in the program achieved higher standardized test scores in mathematics (outcomes achieved one year after baseline). Elementary and high school students who participated in the program achieved higher standardized test scores in English/language arts compared to students in the comparison group (analyses did not account for outcome pre-test).

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  • Evidence shown in grades
    3, 4, 5, 6, 7, 8, 9
    School characteristics
      • Urban
      • Northeast
      • Southeast
      • Southwest
      • Midwest
      • West
    Student characteristics
    • Low income
    Percentage Low Income
    • Percentage state-defined economically disadvantaged: 88%
    Study design type
    • QE
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • Yes
    • Improved academic performance
    • Reduced emotional distress
    • Improved identity development and agency
    • Reduced problem behaviors
    • Improved school climate
    • Improved school connectedness
    • Improved social behaviors
    • Improved teaching practices
    • Improved other SEL skills and attitudes

How does City Year’s Whole Child Whole School Model support SEL implementation across multiple settings?

“City Year’s Whole School Whole Child program support for SEL skill development while creating developmental learning environments that place authentic relationship building at the center of the practice. Our teams promote positive school culture and climate across whole school events including community service events, and family engagement nights.”

Get info and pricing on the provider’s website

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References

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