ERIC Number: ED593534
Record Type: Non-Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0193-3973
EISSN: N/A
A Randomized Efficacy Trial of the Second Step Early Learning (SSEL) Curriculum
Upshur, Carole C.; Wenz-Gross, Melodie; Rhoads, Christopher; Heyman, Miriam; Yoo, Yeonsoo; Sawosik, Gail
Grantee Submission, Journal of Applied Developmental Psychology v62 p145-159 2019
A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds independently assessed for EF and SE by study staff in fall and spring of the prekindergarten year. Main outcomes were analyzed using two, three- level hierarchical linear models, one each for EF and SE skills. A significant effect (effect size of 0.15) for EF and a nonsignificant effect for SE were found. Secondary analyses found no significant differences on pre-academic skills. SSEL appears to have a meaningful impact on at-risk children's EF skills that supports its continued dissemination.
Descriptors: Preschool Education, Early Intervention, Preschool Curriculum, Preschool Children, Executive Function, Social Development, Emotional Development, Low Income Students, Minority Group Students, School Readiness, Faculty Development, Empathy, Friendship, Problem Solving, Lesson Plans, Teaching Methods, Emergent Literacy
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Classroom Assessment Scoring System
IES Funded: Yes
Grant or Contract Numbers: R305A130336
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations
WWC Study Page: https://ies.ed.gov/ncee/wwc/study/90042