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Using Social-Emotional and Character Development to Improve Academic Outcomes: A Matched-Pair, Cluster-Randomized Controlled Trial in Low-Income, Urban Schools
Journal of School Health
Short Title: Journal of School Health
Format: Journal Article
Publication Date: 2013/11/01/
Pages: 771 - 779
Sources ID: 90811
Notes: Accession Number: EJ1026798; Acquisition Information: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/; Language: English; Education Level: Grade 3Grade 4Grade 5Grade 6Grade 7Grade 8Elementary EducationPrimary EducationEarly Childhood EducationIntermediate GradesMiddle SchoolsJunior High SchoolsSecondary Education; Journal Code: APR2018; Contract Number: R305A080253; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2014; EIS Cited: ED565617; What Works Clearinghouse (WWC): Meets Evidence Standards without Reservations; WWC Study Page: http://ies.ed.gov/ncee/wwc/study/81474
Visibility: Public (group default)
Abstract: (Show)
Background: School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth. Methods: The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects. Results: PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students. Conclusions: A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes.