title: Cluster-randomized trial demonstrating impact on academic achievement of elementary social-emotional learning.
abstract: This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum (Promoting Alternative Thinking Strategies, or PATHS) or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.
authors.affiliation: St. Christopher's Hospital for Children.
authors.forename: David J
authors.initials: DJ
authors.lastname: Schonfeld
authors.affiliation: Cincinnati Children's Hospital Medical Center.
authors.forename: Ryan E
authors.initials: RE
authors.lastname: Adams
authors.affiliation: Cincinnati Children's Hospital Medical Center.
authors.forename: Bridget K
authors.initials: BK
authors.lastname: Fredstrom
authors.affiliation: Department of Psychology, University of Illinois at Chicago.
authors.forename: Roger P
authors.initials: RP
authors.lastname: Weissberg
authors.affiliation: Cincinnati Children's Hospital Medical Center.
authors.forename: Richard
authors.initials: R
authors.lastname: Gilman
authors.affiliation: Pediatric Department, Yale University School of Medicine.
authors.forename: Charlene
authors.initials: C
authors.lastname: Voyce
authors.affiliation: Pediatric Department, Yale University School of Medicine.
authors.forename: Ricarda
authors.initials: R
authors.lastname: Tomlin
authors.affiliation: Social Development Department, New Haven Public Schools.
authors.forename: Dee
authors.initials: D
authors.lastname: Speese-Linehan
mesh_terms: D000124:Achievement; D002648:Child; D016000:Cluster Analysis; D004644:Emotions; D005260:Female; D006801:Humans; D008137:Longitudinal Studies; D008297:Male; D009511:New England; D018794:Problem-Based Learning / Q000379:methods; D015397:Program Evaluation; D012923:Social Class; D000067570:Social Learning; D013334:Students / Q000523:psychology*; D014504:Urban Health