Consistency Management & Cooperative Discipline®

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Designated
Promising
Indicates that a program demonstrates evidence of effectiveness at improving student or teacher outcomes, as well as supporting students’ social and emotional growth through at least two competencies. May offer multi-year programming. For a full list of Promising student outcomes see Promising designation.
Program description

Consistency Management & Cooperative Discipline (CMCD), offered by the University of Houston College of Education, provides a teaching practices approach to SEL. It includes programs for grades Pre-K-12 and demonstrates evidence of effectiveness at grade 9.

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      • Instructional practices
      • Positive classroom management
      • SEL generalization
      • Shared agreements
      • Adult SEL
      • Activities and Resources for Home
      • Individualized Communication
    • 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Results from quasi-experimental evaluations conducted in the 2008-2009 school year (unpublished report written in 2011) supported the effectiveness of Consistency Management & Cooperative Discipline (CMCD) for high school students in the US Southwest. The first evaluation was conducted with 1952 first-time grade 9 students (all students identified as Black or Hispanic; 93% economically disadvantaged). This evaluation found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest). The second evaluation was conducted with 344 grade 9 students who were repeating grade 9 (all students identified as Black or Hispanic; 86% economically disadvantaged). This evaluation also found that students who received the intervention achieved higher standardized test scores for reading and math compared to students in the control group (12 months after baseline, analyses controlled for outcome pretest).

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  • Evidence shown in grades
    9
    School characteristics
      • Urban
      • Southwest
    Student characteristics
    • Black / African American
    • Hispanic / Latinx
    • Low income
    Percentage Low Income
    • Eligible for FRPL: 93%
    Study design type
    • QE
    Greater than 350 students included in study design type
    • Yes
    Multiple school districts included at study design type
    • No
    • 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 Consistency Management & Cooperative Discipline® support SEL implementation across multiple settings?

“In CMCD classrooms, consistency and equity extend beyond the classroom into the school, home, and community. Teacher and students collaboratively build value-added connections with their families and community partners to further expand their social and emotional well-being.”

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References

  • Accepted by CASEL

  • Freiberg, J. H., Husinec, C. A., Rubino, C., Johnson, J., Borders, K., Williams, L., & Alexander, R. (2011). Unpublished manuscript presented at the Annual International Meeting of the American Educational Research Association.
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