School-Based Social and Emotional Learning Programs
نویسندگان
چکیده
From the late 1990s schools have been inundated with well-intentioned prevention and promotion programs that address such diverse issues as bullying, HIV/AIDS, alcohol, careers, character, civics, conflict resolution, delinquency, dropout, family life, health, morals, multiculturalism, pregnancy, service learning, truancy, and violence. At the same time, the year 2002 marked the passage of the No Child Left Behind (NCLB) legislation, which placed a strong emphasis on test scores as the most important and tangible outcome of educational achievement. School funding was tied to progress in test performance, and educators quickly found themselves faced with a dilemma. The needs that had generated the proliferation of prevention-related programs had not abated. However, their accountability structure changed in ways that seemed incompatible with the continuation of those programs. Signs of this dilemma were evident over a decade ago (Elias, 1995, pp.12-13):
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