The Impact Of Project TEAM On Schools
Through years of research and data collection conducted by Penn State University, we have learned TEAMology’s whole school approach, along with the TEAM educators who continually help improve the program, are showing positive impact in schools across many needs.
Need: Increasing Positive Student Support Conditions & School Connectedness
– 93% of TEAM students indicate they have good relationships with at least one teacher or other school staff member.
– 86% of TEAM students have a positive perception of school connectedness.
– Students with the lowest scores of feeling connected to school (the hardest students to reach) increased their feelings of school connectedness.
– Overall, TEAM students have high levels of school connectedness.
– Overall, TEAM students have high levels of social skills.
– TEAM students have maintained the sense of feeling connected to the school, while non-TEAM students declined.
Need: Improving Positive School Climate
– TEAM schools have had a 30% increase in creating a culture where educators have an instilled sense of pride and ownership.
– TEAM students believe that being part of the TEAM helps them in school.
– 100% of staff believe their students can be successful in a TEAM school where 75% believed this before Project TEAM was implemented.
– Students’ sense of feeling happy in school maintained from fall to spring, when research shows it typically declines by the end of the year.
– TEAM teachers believe Project TEAM adds positively to school climate.
– Overall, TEAM students report good emotional states.
Need: Decreasing Bullying and Other Anti-Social Behaviors
– TEAM schools see a 63% decrease in defiant behavior.
– Disruptive behaviors are down 70% in TEAM schools.
– Aggressive incidents are down by 53%.
– A TEAM school in an inner city decreased incidents of peers degrading each other by 92%.
– TEAM students who indicated they were bullies before Project TEAM are no longer reporting they are bullies.
– TEAM students who indicated they were targets of bullying before Project TEAM are no longer reporting they are targets.
– Teachers in TEAM schools report seeing less bullying than teachers in non-TEAM schools.
Need: Increasing Students' Knowledge and Use of SEL Concepts
– Data overwhelming shows that TEAM students have a very strong knowledge base of the SEL concepts taught through Project TEAM.
– TEAM students behave, most of the time, in a way consistent with the SEL concepts promoted by Project TEAM.
– TEAM students are showing a high level of interpersonal and intrapersonal skills.
– Students in TEAM schools have a higher understanding of SEL concepts than students in non-TEAM schools.
– TEAM students indicate that being involved in Project TEAM helps them have the confidence to intervene in situations to help someone.
– 81% of students have a positive perspective of the effectiveness of Project TEAM.
Need: Helping Teachers in the Classroom
– A TEAM school has increased test scores by 11%.
– An inner city TEAM school decreased incidents of students skipping class by 97%.
– TEAM teachers’ perceptions of their students’ academic motivation increased by 17%.
– TEAM teachers believe their school has more supports in place to meet student needs than non-TEAM teachers.
– 84% of TEAM teachers believe Project TEAM is helping them become better teachers.
– 92% of TEAM teachers understand how Project TEAM works to improve student learning.
– 93% of TEAM teachers believe Project TEAM works in their classroom.
– 93% of TEAM teachers believe Project TEAM is a good model for their school.
Need: Preparing Students for Their Futures
– TEAM students report high levels of hope.
– TEAM students believe Project TEAM can help them succeed.
– Students are more likely to think about career goals when they feel connected to school.
– Students are using what they learn from Project TEAM to deal with situations in their lives.
– 73% of TEAM students believe they have support for their overall development.
– TEAM students are learning the 21st Century skills needed to succeed in their futures.