卓越實證概述 Best Evidence in Brief

Long-term effects of a socio-emotional learning program

INSIGHTS into Children’s Temperament is a comprehensive school-based intervention with the aim of improving social-emotional skills and behaviors of students. This program involves teachers, parents, and children through sessions dedicated to each of these targets. In-class activities with students focus on empathy and problem-solving skills using puppets that exemplify temperament typologies.

A recent article published in the Journal of Research on Educational Effectiveness reported the long-term results of a group of students who participated in a two-year randomized controlled trial. Twenty-two elementary schools in New York City serving low SES students participated in the study. Students were in grades K-1 and more than 50% received free- or reduced-price lunch. Across a two-year study, the intervention was delivered for 10 weeks in kindergarten and for other 10 weeks in first grade. McCormick and colleagues focused on the follow-up outcomes of the group of students who received the intervention for two years. The authors accessed students’ outcomes on state tests in mathematics and English Language Arts (ELA) through sixth grade. Of the original sample of students, 76% of the students (n = 332) remained in the study through sixth grade. The findings were as follows:

  • At the end of grades 3 and 4, results favored the INSIGHTS group on ELA test (ES = +0.27, third grade; ES =+0.23, fourth grade).
  • However, no significant results were found in fifth grade scores (ES = -0.06.) nor in sixth grade scores (ES = -0.05.).
  • On math tests, no statistically significant results were found in any grade.

Although effects of INSIGHTS on students’ test scores were observed after two and three years from the end of the intervention, impacts were not sustained during the last year of elementary school and in the first year of middle school.

 

Source: McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., … & McClowry, S. (2020). Long-Term effects of social-emotional learning on academic skills: Evidence from a randomized trial of INSIGHTS. Journal of Research on Educational Effectiveness. Advanced online publication. Doi:10.1080/19345747.2020.1831117

 

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