Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Autor/inn/en	Hart, Susan Crandall; DiPerna, James Clyde; Lei, Pui-Wa; Cheng, Weiyi
Titel	Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
Quelle	In: Educational Researcher, 49 (2020) 1, S.5-19 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hart, Susan Crandall) ORCID (DiPerna, James Clyde) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X19898721
Schlagwörter	Social Development; Emotional Development; Program Effectiveness; Measurement; Achievement Tests; Academic Achievement; Access to Education; Scores; Elementary School Students; Mathematics Tests; Reading Tests; Grade 3; Grade 4; Grade 5; Pennsylvania + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Messverfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Lesetest; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs' impact on students' state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students' subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01