A study published in AERA Open looks at the long-term effects of the INSIGHTS programme – a social-emotional learning intervention that supports children’s ability to self-regulate by enhancing their attention and behaviour management.
Between 2008 and 2012, a total of 22 elementary (primary) schools from three New York City school districts were randomly assigned to participate in the INSIGHTS programme or to an attention-control condition (an after-school reading programme). A previous study found that the INSIGHTS programme reduced children’s disruptive behaviour and increased behavioural engagement by the end of first grade (Year 2). This study uses administrative data for those pupils to examine whether receiving the intervention in kindergarten and first grade (Years 1 and 2) had any impact on provision of special education services or grade retention (whether pupils had to repeat a year) by the end of fifth grade (Year 6). The study also considers whether impacts varied for low- versus high-income pupils.
The findings suggest that pupils in the INSIGHTS programme
were less likely to receive special education services between kindergarten and
fifth grade (p < .05). In addition, low-income pupils enrolled in
the INSIGHTS programme were also less likely to receive special
education services between kindergarten and fifth grade compared with
low-income children enrolled in the attention-control condition (p <
There were no effects of INSIGHTS on grade
retention up to the end of fifth grade and this did not vary according to
effects of social–emotional learning on receipt of special education and grade
retention: Evidence from a randomized trial of INSIGHTS (August 2019), AERA Open, DOI. 10.1177/2332858419867290
AmeriCorps is a US organisation that trains volunteers to serve the community in various civically-minded ways. A recent evaluation examined the effects on pupils’ maths achievement of training AmeriCorps volunteers to teach maths strategies to struggling maths pupils in grades 4–8 (Years 5–9). The volunteers used scripted protocols to teach three maths strategies to struggling pupils. Each strategy was studied in prior research and shown to have positive effects on achievement: concrete-representational-abstract, which uses concrete objects to teach concepts; cover-copy-compare, which teaches steps for computation and provides practice; and cognitive-strategy instruction, which teaches pupils to use procedures and reasoning to solve word problems.
AmeriCorps volunteers had to agree to a year-long, full-time commitment and received four days of training before starting the intervention, with additional training one and two months after. Each school received at least one volunteer from AmeriCorps, who was mentored by one school-staff member who was fully trained in the programme.
Subjects were 489 pupils in 150 Minnesota schools who were randomly assigned to either receive the intervention at the start of the school year (n=310), or to a control group who would receive the intervention a few months later (n=179). All pupils had scored below proficient in the prior year’s state maths assessment. During the intervention, pupil pairs with similar maths scores were to receive maths support for 90 minutes a week for a term. Post-tests using STAR Math were analysed two ways: the intent-to-treat analysis included all pupils who received the intervention, and showed significant positive effects as compared to the control group (effect size = +0.17); and the optimal dosage analysis that included pupils who received the targeted 12 weeks of intervention for at least an hour a week. Effect sizes for the experimental group increased to +0.24 when pupils were given the optimal dosage.
of a math intervention program implemented with community support (May 2019), Journal of Research on Educational
Effectiveness, DOI: 10.1080/19345747.2019.1571653
A study published in American Economic Journal: Applied Economics presents the results from a randomised controlled trial of the City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP) initiative on students’ academic progress and success. This latest paper considers the long-term impact of the programme (we covered the original study previously in Best Evidence in Brief).
The CUNY ASAP programme is a comprehensive three-year
programme aimed at helping more students to graduate from community college more
quickly than they otherwise would (in the US, community colleges provide higher
education from the age of 18). It aims to remove the barriers to academic
success often faced by low-income students and comprises the following
Students are required to attend college full
time, take remedial courses early, and graduate in three years.
Each student is provided with a dedicated ASAP
Students receive a tuition waiver covering the
difference between the financial aid provided and the cost of tuition and fees.
They are also provided with free passes for public transport and free use of
Students can enrol in courses with other ASAP
students in convenient schedules.
The results of the study showed that ASAP had positive
impacts on full-time enrolment and credit accumulation. It had an estimated 18
percentage point effect on three-year graduation rates, increased six-year
graduation rates by an estimated 10 percentage points, and helped students to
graduate more quickly than students in the control group.
Supporting community college students from start to degree completion:
Long-term evidence from a randomized trial of CUNY’s ASAP” (July 2019), American Economic Journal: Applied
Economics, 11 (3).
In the field of education, professional development (PD) is intended to improve both classroom teaching and children’s learning. A new study, published in Journal of Educational Psychology, looks at what effect PD has when used at scale with large numbers of educators.
In this large-scale randomised controlled trial, Shayne B
Piasta and colleagues examined the effectiveness of a language and literacy PD
programme on both teacher and child outcomes in early childhood education. More
than 500 teachers across one US state took part in the trial and were randomly
assigned to one of three groups: professional development with coaching,
professional development without coaching, or a comparison group. Teachers in
the PD groups received 30 hours of state-sponsored language and literacy
professional development, with those assigned to the coaching groups also
receiving ongoing individualised coaching throughout the academic year.
Teachers in the comparison group also received state-sponsored PD, but in other
The results of the trial suggest that PD affected only a few
aspects of classroom language and literacy teaching practices relative to the
comparison group, and did not affect children’s literacy learning. PD with coaching
showed a small positive impact on the quantity of phonological awareness, while
both PD with and without coaching had a small positive impact on the quality of
teaching in phonological awareness and writing.
state-sponsored language and literacy professional development: Impacts on early
childhood classroom practices and children’s outcomes (June 2019), Journal of Educational Psychology
School climate includes factors that serve as conditions for learning, and support physical and emotional safety, connection, support and engagement, as the US Department of Education suggests. In this study published in School Psychology Quarterly, George Bear and colleagues examined how pupils in China and the US perceive school climate differently and how it relates to their engagement in schools.
A total of 3,716 Chinese pupils from 18 schools in Guangzhou and
4,085 American pupils from 15 schools in Delaware were compared in the study.
All schools were suburban schools or urban schools. The sample of American pupils
was randomly selected from a larger dataset consisting of 37,255 pupils
prepared by the Delaware Department of Education to match the pupil numbers of
the Chinese pupil sample. Pupils who participated in this study were from
grades 3–5 (Years 4–6), 7–8 (Years 8–9), and 10–12 (Years 11–13). Grade 6 (Year
7) and grade 9 (Year 10) were excluded from this study since pupils in these
two grades were placed in different levels in Chinese and American schools.
Pupils were compared in their perceptions of school climate, which
included teacher-pupil relations, pupil-pupil relations, fairness of school
rules, clarity of behavioural expectations, respect for diversity, school
safety, engagement school-wide, and bullying school-wide. Pupils’ engagement
was measured by the Delaware Student Engagement Scale. The findings showed:
Chinese pupils perceived all aspects of school
climate significantly more positively than American pupils during middle school
and high (secondary) school.
The difference was smaller in elementary (primary)
schools, with no significant differences for fairness of rules, clarity of
behavioural expectations and school safety.
US pupils’ engagement was greater in
elementary schools, while Chinese pupils reported greater emotional engagement
in middle and high schools.
A significant relation between school climate
and engagement was found for American pupils but not Chinese pupils.
The authors suggest that the findings might encourage schools to
develop and promote those social-emotional competencies, values and norms which
have been shown to underlie the high academic achievement of Chinese pupils in
addition to school climate.
in school climate and student engagement in China and the United States (June
2018), School Psychology Quarterly, Vol
Despite the achievement gap that has historically existed
between pupils from different racial backgrounds and poverty levels, at-risk
pupils in some California school districts are outperforming pupils of similar
backgrounds in other districts. Why? What are these districts doing to make
their pupils so successful?
Anne Podolsky and colleagues at the Learning Policy Institute recently released a report first identifying the 156 California school districts performing better than expected, referred to as “positive outliers”, and then compared their characteristics to other districts in the state who have similar populations but are not performing as well.
Results show that schools in the successful districts were
comprised of more experienced, well-qualified teachers than the less successful
districts. After controlling for pupil social and economic status (SES) and
district characteristics, teacher qualification emerged as the primary variable
affecting achievement for all pupils, as measured by California’s English and
maths assessments. In addition, years’ experience in a district was positively
associated with achievement for African-American and Hispanic pupils.
The report notes that in the 2017–18 school year, California
authorised more than 12,000 substandard permits and credentials, more than half
of the entering workforce that year, many of whom were disproportionately
assigned to schools serving the largest percentages of pupils of colour or from
low SES backgrounds. The findings highlight how the state’s shortage of
qualified teachers is negatively impacting pupil achievement.
California’s positive outliers: Districts beating the odds (May 2019), Learning Policy Institute