A study published in the Journal of School Health examines how two behaviours – aggression and poor study skills – may be a factor in why some pupils do not finish high school.
Pamela Orpinas and colleagues randomly selected 620 sixth-grade (Year 7) pupils from northeast Georgia schools. Teachers completed a behaviour rating scale for these pupils every year from grades six to twelve (Year 7 to Year 13). Based on teacher ratings, the pupils were categorised into low, medium and high aggression trajectories from middle to high school and into five study skills groups (low, average-low, decreasing, increasing and high). Examples of behaviours considered to be aggressive were threatening to hurt, hitting, bullying and teasing others. Examples of study skills were doing extra credit work, being well organised, completing homework, working hard and reading assigned chapters. Participants in the study were classed as a dropout if they were not enrolled in school and had not obtained a high school diploma by the end of the spring term in grade 12 (Year 13).
Pupils who were identified in the high-aggression/low-study-skills group had a 50% dropout rate compared to pupils with low aggression and high study skills who had a dropout rate of less than 2%. The results highlight the importance of early interventions that combine academic enhancement and behavioural management for reducing school dropout rates.
Source: Longitudinal examination of aggression and study skills From middle to high school: Implications for dropout prevention (February 2018), Journal of School Health Volume 88, issue 3
The What Works Clearinghouse (WWC) has released a new intervention report that examines the research on the impact of summer counselling on pupils’ college enrolment and persistence. As the report notes, summer counselling is designed to help college-intending high school graduates complete the steps needed to enrol in college and start their college careers.
The review included five studies of summer counselling that met the WWC’s research standards without reservations. Together, these studies included 13,614 recent high school graduates in 10 locations. In all five studies, pupils were provided with summer counselling for about 1.5 months between high school graduation and college registration. During this time, programmes provided college-intending individuals with information about tasks required for college enrolment, as well as assistance in overcoming unanticipated financial, informational and socioemotional barriers that prevent college entry.
According to the report, the research shows that summer counselling had potentially positive effects on credit accumulation and persistence (extent of evidence: small) and mixed effects on college access and enrolment (extent of evidence: medium to large) for recent high school graduates.
Source: Transition to college intervention report: Summer counseling (March 2018), What Works Clearinghouse, Institute of Education Sciences, US Department of Education.
The Every Student Succeeds Act (ESSA) allows US states to use federal funding to adopt research-proven programmes to improve pupil achievement. This includes social-emotional learning (SEL) programmes. To offer some guidance and inform decision makers, RAND has released a report, Social and emotional learning interventions under the Every Student Succeeds Act, which reviews recent evidence on these programmes. The report discusses how ESSA supports SEL programmes and outlines the programmes that meet the ESSA evidence standards.
Specifically, authors found 60 SEL programmes that met strong, moderate, or promising evidence standards in grades K-12 (Years 1 to 13). Most were evaluated at the primary school level in urban communities with minority populations. A second report describes these programmes and the research that supports them in detail.
Source: Social and emotional learning interventions under the Every Student Succeeds Act: evidence review (2017), RAND Corporation, RR-2133-WF
Ready to Learn (RTL) is an initiative funded by the US Department of Education to promote school readiness among children aged two to eight, and most preschool children in the US are exposed to RTL media. Supporting early literacy has been one of RTL’s primary focus areas, and this meta-analysis published in Child Development examines the effect of RTL media exposure on young children’s literacy skills.
For this meta-analysis, Lisa B Hurwitz collected data from 45 evaluations involving more than 24,000 children. Overall, results indicate positive effects on children’s literacy (effect size = +0.21), equivalent to approximately 1.5 months of extra literacy learning. Effects were varied across literacy outcomes, with larger effect sizes for phonological concepts and vocabulary than for alphabet knowledge and narrative comprehension. Findings were fairly robust across a variety of research designs and across samples of children, although effects were consistently more pronounced in within-subjects designs and for preschool-age children.
Source: Getting a read on Ready to Learn media: a meta-analytic review of effects on literacy (February 2018), Child Development doi:10.1111/cdev.13043
Results from a study published in the Journal of Education Psychology suggest that a classroom social skills programme, The Social Skills Improvement System Classwide Intervention Program (SSIS-CIP), generally has small positive effects on social skills and approaches to learning.
James Clyde DiPerna and colleagues from the Pennsylvania State University evaluated the effects of SSIS-CIP on the social, behavioural and academic outcomes of Year 2 pupils from six primary schools in the mid-Atlantic region of the US. Classrooms were randomly assigned to either treatment or business-as-usual control groups. Teachers assigned to the treatment group implemented the SSIS-CIP over a 12-week period. Outcomes were assessed via teacher ratings and direct observations of classroom behaviour as well as computer-adaptive tests of reading and maths.
Results showed that SSIS-CIP has a small positive effect on social skills across all social skills subscales (effect sizes ranged from +0.13 to +0.31), with empathy and social engagement showing the largest positive effects (+0.31 and +0.21). The direct observation measure, however, yielded the smallest effect size (+0.05). Students in the treatment group also demonstrated positive effects on academic motivation and engagement (+0.17). However, SSIS-CIP did not demonstrate any substantial effects for problem behaviours, with effect sizes across subscales ranging from +0.01 to +0.07.
Source: A cluster randomized trial of the Social Skills Improvement System-Classwide Intervention Program (SSIS-CIP) in first grade (2018), Journal of Educational Psychology, 110(1), 1-16.
A new research brief, School climate and social and emotional learning: the integration of two approaches, by David Osher and Juliette Berg at AIR reviews research on how positive school climates support social-emotional learning (SEL) and how improved SEL contributes to improved school climate in primary and secondary schools.
The authors present research from various journal articles, research briefs, policy guides and other sources. Key findings were as follows:
- Supportive relationships, engagement, safety, cultural competence and responsiveness and academic challenge and high expectations create positive school climates that can help build social and emotional competence.
- The relationship between positive school climate and SEL is interactive and co-influential, occurs in all settings and pupil-teacher-staff interactions and influences pupils and teachers directly and indirectly.
- Rigorous evaluations of school climate and SEL approaches have provided some direct evidence that one can improve the other.
The authors say that the research and practice communities could benefit from greater clarity and alignment in definitions, goals, messaging and measurement of SEL and school climate and understanding of how each one can complement the other.
Source: School climate and social and emotional learning: the integration of two approaches. (January 2018), Edna Bennet Pierce Prevention Research Center, Pennsylvania State University