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The National Guard Youth ChalleNGe program is a residential, quasi-military program for youth ages 16 to 18 who are experiencing difficulty in traditional high school. This report covers the program years 2018–2019 and is the fourth in a series of annual reports that RAND Corporation researchers have issued over the course of a research project spanning September 2016 to June 2020. Each annual report documents the progress of participants who entered ChalleNGe during specific program years and then completed the program. A focus of the ongoing analysis of the ChalleNGe program is collecting data in a consistent manner. Based on these data, each report also includes a trend analysis. In this report, researchers provide information in support of the National Guard Youth ChalleNGe Program's required annual report to Congress. In addition to information on participants who entered the ChalleNGe program and completed it in 2018, the authors include follow-up information on those who entered the program and completed it in 2017. Finally, they describe and provide syntheses of other ongoing research efforts to support the ChalleNGe program. Methods used in this study include site visits, collection and analyses of quantitative and qualitative data, literature reviews, and development of tools to assist in improving all program metrics — for example, a program logic model. Caveats to be considered include some documented inconsistencies in reported data across sites, a focus on those who completed the program and not on all participants, and the short-run nature of many of the metrics reported.

Alternative schools --- High school dropouts --- Military education --- Evaluation. --- Services for. --- United States. --- National Guard Youth Challenge Program (U.S.) --- Training of

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Providing and using technical assistance for capacity building within educational agencies is a complex endeavor. The U.S. Department of Education funds technical assistance centers to support state education agencies (SEAs) and local education agencies (LEAs) in the capacity-building process. Established in 2018, the Center to Improve Social and Emotional Learning and School Safety (CISELSS) was charged with providing support to and building the capacity of SEAs and LEAs to implement social and emotional learning and school safety–related policies, programs, and practices.  In this report, the authors review the literature on organizational and individual capacities and develop a conceptual framework that ties these capacities with common aspects of technical assistance provision. Using this framework, they describe how CISELSS designed and implemented its technical assistance, as well as the technical assistance recipients' existing, desired, and built organizational and individual capacities and capacity-building experiences. The analyses presented in this report reveal important insights and implications for technical assistance providers.

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Despite the U.S. Army Junior Reserve Officers' Training Corps' (AJROTC's) longevity, the scope of its reach, and the size of its budget, little is known about the associations between AJROTC participation and outcomes of importance to the country and military. To understand these effects, the authors reviewed U.S. Department of Defense, Army, and U.S. Army Cadet Command policies and regulations and created a logic model to identify desired outcomes. They conducted interviews with Junior Reserve Officers' Training Corps (JROTC) and school stakeholders to determine important program characteristics, such as student experience, how the value of the program is communicated and perceived, and how program modernization efforts (including science, technology, engineering, and mathematics [STEM]-focused efforts) align with the curriculum. Using individual-level data on programs in Texas and Hawaii, the authors analyzed participant outcomes both in high school and beyond, with a focus on STEM-related outcomes. The authors found that AJROTC serves more–economically disadvantaged schools and students, which makes simple benchmarks less informative. Once accounting for these differences, the authors found that cadets who participate in all four years of AJROTC are more likely to graduate, have higher rates of attendance, and have lower rates of suspension compared with matched peers. However, after graduating from high school, they are less likely to immediately enroll in college and more likely to plan to join the military. Former JROTC (any service) cadets who enlist in the Army are more likely to complete their first terms and more likely to pursue STEM occupational specialties.

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"The National Guard Youth ChalleNGe program is a residential, quasi-military program for young people ages 16-18 who are experiencing difficulty in traditional high school. The program is operated by participating states through their state National Guard organizations with supporting federal funds and oversight. The first ChalleNGe sites began in the mid-1990s; today there are 40 ChalleNGe sites in 29 states, the District of Columbia, and Puerto Rico. To date, more than 145,000 young people have completed the ChalleNGe program. Congress requires the ChalleNGe program to deliver a report on its progress each year. The program includes a 5.5-month Residential Phase followed by a 12-month Post-Residential Phase, which includes support from a mentor. The stated goal of ChalleNGe is "to intervene in and reclaim the lives of 16-18-year-old high school dropouts, producing program graduates with the values, life skills, education, and self-discipline necessary to succeed as productive citizens." In this report, we provide information on recent ChalleNGe participants, is in support of the required annual report to Congress. We also lay out a framework for evaluating ChalleNGe sites. Subsequent reports will provide additional information on future cohorts of students, will build on this framework to develop more detailed and more effective metrics, and will provide strategies for data collection in support of these metrics. Methods used in this study include site visits, data collection and analysis, literature review, and development of two tools to assist in improving the metrics - a theory of change (TOC) and a program logic model. "--Publisher's description.

High school dropouts --- Military education --- Residence and education --- Alternative schools --- Services for. --- Evaluation. --- United States --- National Guard --- Training of

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In 2016, in an effort to gain knowledge about how to help children develop social and emotional learning (SEL) skills, The Wallace Foundation launched a six-year project called the Partnerships for Social and Emotional Learning Initiative (PSELI). The goals of PSELI are for students to experience reinforcing messages about SEL both in school and in out-of-school time (OST) programs; practice social and emotional skills in both settings; and experience consistent, supportive relationships between adults and students. To achieve these goals, school districts and out-of-school time intermediaries (OSTIs) have partnered to develop professional development (PD) about SEL for school and OST staff, help elementary schools and their OST partners develop closer working relationships, and implement reinforcing SEL practices and instruction across both settings. In what the authors believe is the most-comprehensive SEL implementation study to date, they draw lessons that can help school districts and OST providers carry out their own SEL programs. An Executive Summary of this report is also available.

Affective education --- Social learning --- Case studies. --- Research --- United States.