Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Hart, Susan Crandall; DiPerna, James C.; Lei, Pui Wa; Cheng, Weiyi

doi:10.3102/0013189x19898721

Cited by 19 publications

(12 citation statements)

References 42 publications

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“…Notably, the Early Childhood Longitudinal Study revealed zero effects of internalizing and externalizing behavior problems in kindergarten on reading and mathematics scores in third grade. In another, more recent study, an intervention known to elevate social and emotional learning in second grade yielded no effect on standardized test scores in third through fifth grades (Hart et al 2020). Hence, the inconsistent findings for FAST effects—with positive effects on behavioral outcomes and no effects on achievement scores two years later—may actually align with other research.…”

Section: Discussionmentioning

confidence: 99%

Social Capital and Student Achievement: An Intervention-Based Test of Theory

Gamoran

Miller²,

Fiel

et al. 2021

Sociol Educ

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Social capital is widely cited as benefiting children’s school performance, but close inspection of existing research yields inconsistent findings. Focusing on intergenerational closure among parents of children in the same school, this article draws from a field experiment to test the effects of social capital on children’s achievement in reading and mathematics. When children were in first grade, their schools were randomly assigned to an after-school family-based intervention that boosts social capital. A total of 52 schools in Phoenix, Arizona, and San Antonio, Texas, containing over 3,000 first graders, participated in the study, with half the schools in each city assigned to the treatment group and half serving as no-treatment controls. Two years later, no differences in third-grade achievement were evident between children who had been in treatment schools versus control schools. By contrast, nonexperimental analyses of survey-based measures of social capital suggest positive effects on achievement, indicating that naïve estimates based on survey measures may be upwardly biased by unobserved conditions that lead to both stronger ties among parents and higher test scores. This article adds to a growing literature that raises doubts about the effects of this type of social capital for achievement outcomes among young children.

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Section: Discussionmentioning

confidence: 99%

Social Capital and Student Achievement: An Intervention-Based Test of Theory

Gamoran

Miller²,

Fiel

et al. 2021

Sociol Educ

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show abstract

“…1 Similar calls to broaden the outcomes space with respect to noncognitive variables have also been made in K12 education (e.g., Hart et al, 2020).…”

Section: Notementioning

confidence: 89%

Noncognitive Skill Profiles and Their Relationships With Academic Outcomes at Hispanic‐Serving Institutions

Rikoon

2020

ETS Research Report Series

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Hispanic‐serving institutions (HSIs) face a multifaceted set of challenges in determining how to maintain their effectiveness in building student competencies and encouraging their academic success. To understand the importance of noncognitive skills on fostering such success, this study reports on efforts at three HSIs to make meaningful use of noncognitive assessment data in combination with student background characteristics and academic outcomes. We applied a person‐centered approach to extract latent profiles from data measuring students' academic skills, commitment, self‐management, and social support. These profiles demonstrated reliable patterns of student noncognitive skill expression across the three institutions and exhibited meaningful relationships with external covariates and distal outcomes alike. Suggestions for future research are discussed.

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“…Crandall Hart et al (2020) used a "[…] multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students' subsequent state test performance." (p.5)…”

Section: Social-emotional Learning and Education: Which Competencies ...mentioning

confidence: 99%

Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

Signorelli

Morganti²,

Pascoletti³

2021

Form@re

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The Covid pandemic has opened new challenges for education, especially for the social and emotional wellbeing of children and adolescents who had to face unprecedented and upsetting changes in their daily lives. The paper explores the possibilities offered by the social-emotional intelligence framework in helping children and youths develop the good emotional literacy needed for facing such a challenging time and growing as wholesome adults. This is done through an in-depth analysis of the concept of replication and generalization and by proposing a perspective working model for embedding social and emotional learning in daily teaching and learning activities. Promuovere l’intelligenza emotiva nel post-Covid. Approcci flessibili per insegnare le competenze sociali e emotive. La pandemia di Covid ha introdotto nuove sfide nel mondo dell’educazione, in modo particolare per quanto riguarda il benessere sociale e emotivo di bambini e adolescenti che hanno dovuto affrontare cambiamenti sconvolgenti senza precedenti nel loro vivere quotidiano. L’articolo esplora le possibilità offerte dal costrutto di educazione socio-emotiva a supporto dello sviluppo in bambini e ragazzi di un’alfabetizzazione emotiva solida, necessaria per affrontare un periodo così sfidante e per la loro crescita futura. Tutto questo è fatto attraverso un’analisi approfondita dei concetti di replicabilità e generalizzazione e attraverso la proposta di un nuovo modello di lavoro per integrare l’educazione socio-emotiva all’interno delle azioni didattiche quotidiane

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Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Cited by 19 publications

References 42 publications

Social Capital and Student Achievement: An Intervention-Based Test of Theory

Social Capital and Student Achievement: An Intervention-Based Test of Theory

Noncognitive Skill Profiles and Their Relationships With Academic Outcomes at Hispanic‐Serving Institutions

Boosting emotional intelligence in the post-Covid. Flexible approaches in teaching social and emotional skills

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