Impact of an Urban Schools Social-Emotional Learning–Character Virtues Intervention on Policy-Relevant Indicators of Behavior and Achievement

• In Event: Social Emotional Learning in Various Contexts

Abstract

The present study draws on data collected as part of an evaluation of a multiyear social-emotional and character development intervention in six urban middle schools. The specific focus of this study is to look at the long-term, distal effects of the intervention using an overlapping multiple matched control design. Key variables are attendance, problem behaviors, and standardized academic achievement test scores. Also considered is the evidentiary base warranted to determine whether expansion of the pilot beyond the initial six schools is warranted. This study is a case example of the challenges of the use of routinely state-collected data for timely policy decision making around SEL-related interventions.

Authors

• Maurice J. Elias, Rutgers University

• Marisa MacDonnell, Rutgers University

• Angela Weiyi Wang, Rutgers University

• Danielle Hatchimonji, Nemours Children's Health

• Arielle Claire V Linsky, Rutgers University

• Samuel Nayman, Rutgers University