Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes : A matched-pair, cluster-randomized, controlled trial

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review

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Author(s)

  • Frank Snyder
  • Brian Flay
  • Samuel Vuchinich
  • Alan Acock
  • Isaac Washburn
  • Michael Beets

Detail(s)

Original languageEnglish
Pages (from-to)26-55
Journal / PublicationJournal of Research on Educational Effectiveness
Volume3
Issue number1
Publication statusPublished - 2010

Abstract

This article reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools (M enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to 1-year posttrial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math, that 20.7% better in Hawai'i Content and Performance Standards scores for reading and 51.4% better in math, and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range = 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently. © Taylor & Francis Group, LLC.

Research Area(s)

  • Academic, Achievement, Discipline, Matched-pair, Randomized experiment, Social and character development

Citation Format(s)

Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes : A matched-pair, cluster-randomized, controlled trial. / Snyder, Frank; Flay, Brian; Vuchinich, Samuel; Acock, Alan; Washburn, Isaac; Beets, Michael; Li, Kin-Kit.

In: Journal of Research on Educational Effectiveness, Vol. 3, No. 1, 2010, p. 26-55.

Research output: Journal Publications and Reviews (RGC: 21, 22, 62)21_Publication in refereed journalpeer-review