Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
Jones SM, Brown JL, Aber JL · 2011
grade Crctdeveloper-involvedmixed
Sample
18 elementary schools, 1,184 children, New York City, two-year impacts
Population
New York City, United States; elementary school children.
Design
The site-team report of the 4Rs programme, and it must be read alongside the federal analysis of the same schools. This is the New York University site of the Social and Character Development consortium; 14 of these 18 schools were included in Mathematica's independent multiprogramme analysis, which found nulls. Outcomes here are child self-report and teacher report.
Key findings
Improvements in children's SELF-REPORTS of hostile attributional bias, aggressive interpersonal negotiation strategies and depression, and in TEACHER REPORTS of attention skills and aggressive and socially competent behaviour. On achievement there was no main effect - effects on mathematics and reading achievement appeared only for children identified by teachers at baseline as at highest behavioural risk. Effect sizes were not obtained.
Genetic confound
Low for the randomised contrast; the at-risk subgroup finding is a post hoc conditional estimate.
Replication notes
Mixed and internally contradicted. The independent analysis of 14 of the same 18 schools found nulls across the board.
DOI / URL
10.1111/j.1467-8624.2010.01560.x
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Self-reported hostile attributional bias, aggressive strategies and depression | direction | improved; effect sizes not obtained | researcher-designed | 2 years | business-as-usual | over-2yr | non-cognitive |
| Mathematics and reading achievement, main effect | significance | no main effect; effects only in a teacher-nominated highest-behavioural-risk subgroup | standardized | 2 years | business-as-usual | over-2yr | domain-skill |
Cited by
- Should a school buy a social and emotional learning programme?mixedconf: highgc: low