Comer School Development Program

The School Development Program (SDP) is the organization charged with implementing the Comer Process in school communities. The Comer Process, a school and system-wide intervention formulated by Dr. James P. Comer, Maurice Falk Professor of Child Psychiatry at the Yale University School of Medicine's Child Study Center, aims to bridge child psychiatry and education.

Developmental Studies Center

DSC is a mission-driven nonprofit education organization headquartered in Oakland, California. For 23 years we have worked with elementary schools to help their students become skilled, motivated readers and caring, principled people.

Recognizing that children’s academic, ethical, social, and emotional development are inter-related and interdependent, we have designed in-school and after-school programs that address those dimensions of children’s learning in seamlessly coordinated, systemic ways.

Northeast Foundation for Children's Responsive Classroom

The Responsive Classroom® is an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools, kindergarten through eighth grade. Developed by classroom teachers, it consists of practical strategies for bringing together social and academic learning throughout the school day.

Seattle Social Development Project

SSDP began in 1981 to test strategies for reducing childhood risk factors for school failure, drug abuse, and delinquency. First graders in five Seattle schools were assigned to intervention or control classrooms. Each year through the elementary grades parents and teachers in intervention classrooms learned how to actively engage children in learning, strengthen bonding to family and school, and encourage children's positive behaviors. In 1985, when the original first graders entered the fifth grade, the panel was expanded to 808 students from 18 Seattle elementary schools. These participants and their parents have been interviewed regularly since 1985.

The study has produced important findings on the development of alcohol abuse and dependence, on risk factors for school dropout, violence and gang membership, and on long term effects of preventive intervention in the elementary grades.

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