• Improved attendance and class participation
• Positive effect on the whole school environment
• Reduced bullying
• Improved classroom climate change
• Better communication skills with school staff and family members
Our Students: More than 2,000 students from 50+ public schools and Alternative Learning Centers throughout the 5 boroughs of NYC
Social Emotional Growth at MS 363
At MS 363 in the Bronx, classroom teachers reported that nearly 90% of students were able to control their actions and reactions by year-end, compared with only 36% at the beginning of the school year.
90% of ENACT students ended the school year with at least 90% attendance. Teachers reported a 44% improvement in classroom behavior among ENACT students.
Khalil Gibran International Academy
80% of students were able to control their actions and reactions by year-end, compared to fewer than 40% at the beginning of the term.
70% of ENACT students were recognized for achieving 90% attendance or for significantly improving their attendance.
*Teacher-reported assesments, using rubrics measuring distinct indicators of social/emotional intelligence and classroom behavior.
At the High School of Legal Studies in Brooklyn, 64% of ENACT students were promoted, while the school’s average promotion rate is 50%
At the High School for Hospitality Management, more than a third of ENACT students had over a 90% attendance record for the 2013- 2014 school year -more than twice that of peers who did not participate
What The Research Says
“ENACT students demonstrated statistically significant gains in social & emotional development.”
“Students valued ENACT because it motivated them to participate in school and helped them avoid the negative behavior of their peers.”
“Students developed new understandings of their emotions and behavior and began to make positive choices in difficult situations at home, in school and in their neighborhood.”
“ENACT was successful at improving attendance. Teachers and artists observed improvement in student attitudes toward attendance and punctuality.
“The program was unique in its level of outreach in helping students attend school and succeed. The amount of support and communication among guardians, teachers, and administrators was exemplary.”
“ENACT did indeed become part of the ‘fabric’ of the school. ENACT staff developed relationships with teachers and students that were highly effective on a professional basis, yet warm and trusting.”
“Teaching in suspension centers presented unique and exceptional challenges. ENACT staff and artists were adept at improvising their way through these challenges to provide the best experience possible under difficult circumstances.”
SOURCE: 2011; Dr. Rob Horowitz, Lead Researcher, Columbia University; Sponsored by the Ford Foundation; Peer reviewed by the American Evaluator’s Association