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ERIC Number: ED567204
Record Type: Non-Journal
Publication Date: 2016
Reference Count: 28
Do Effects of Social-Emotional Learning Programs Vary by Level of Parent Participation? Evidence from a Randomized Trial
McCormick, Meghan P.; Cappella, Elise; O'Connor, Erin E.; Hill, Jennifer; McClowry, Sandee G.
Society for Research on Educational Effectiveness
A wide and rich body of literature has identified the family as the key context influencing children's development. In response, school districts and policymakers have sought to engage parents in children's learning, particularly low-income families. Meta-analyses conclude that efforts to engage low-income parents do improve students' academic achievement. Such research has prompted developers of some school-based preventive interventions to integrate programming components targeted at students' parents. Social Emotional Learning (SEL) programs are one such type of school-based preventive intervention. SEL programs aim to improve children's social-emotional competencies (behavioral regulation, attentional skills, problem-solving, social skills), in order to support their academic development. This paper examines the parenting component of INSIGHTS into Children's Temperament, an SEL program that includes a manualized curriculum for teachers, students, and parents. Results from a randomized trial revealed that INSIGHTS improved students' achievement and sustained attention, and reduced their disruptive behaviors. The current study tests whether program impacts on low-income urban kindergarten and first grade students' academic, social-emotional, and behavioral outcomes differed by levels of parent participation. This study took place in 22 low-income urban public elementary schools. Ninety-one percent of participating children were age five or six when they enrolled in the study. Eleven schools were randomized to INSIGHTS; the remaining eleven schools were assigned to the attention-control condition. Previous research on school-based preventive interventions has typically found that more program dosage--at multiple levels--is associated with larger gains for students. Yet, the results of this study suggest that the dosage story in the INSIGHTS evaluation may be more nuanced than has been previously understood in literature on school-based interventions. Tables and figures are appended.
Descriptors: Social Development, Emotional Development, Parent Participation, Intervention, Randomized Controlled Trials, Low Income Students, Urban Schools, Kindergarten, Grade 1, Elementary School Students, Outcomes of Education, Public Schools, Elementary Schools, Achievement Tests, Behavior Problems, Measures (Individuals), Student Behavior
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: email@example.com; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Assessments and Surveys: Eyberg Child Behavior Inventory; Leiter International Performance Scale; Woodcock Johnson Tests of Achievement