AbstractThere is an increasing interest in linking character education programs with
social and academic outcomes. The Child Development Project (CDP) is a character
education program that promotes academic and social growth in teachers and students. This
theory-driven evaluation employed a quasi-experimental design with matched control
schools. School personnel participated in an intensive professional development process to
learn the CDP model. Performance measures included state-mandated achievement
measures, teacher self-assessment reports, and student attitudes and outcomes. Results
yielded support for the CDP model as a strategy to improve social and, if properly
implemented, cognitive outcomes in students; the model also improved teacher selfassessment and provided information that may facilitate professional growth about school
collegiality. Implications for policy and practice will be discussed.