Using Social‐Emotional and Character Development to Improve Academic Outcomes: A Matched‐Pair, Cluster‐Randomized Controlled Trial in Low‐Income, Urban Schools

TLDR

School‑based social‑emotional and character development programs can affect both SECD and academic outcomes, and future research should investigate the mechanisms linking SECD changes to academic improvements. The study evaluated the impact of the Positive Action SECD program on educational outcomes among low‑income, urban youth using a matched‑pair, cluster‑randomized controlled design. The study followed students from grades 3 to 8, collecting student‑reported disaffection, academic grades, teacher ratings of ability and motivation, and school records of standardized test performance and absenteeism, and used multilevel growth‑curve analyses to test program effects. Positive Action significantly improved academic motivation, reduced learning disaffection, lowered absenteeism, and produced marginal gains in math for all students, with stronger reading gains for African American boys and grade‑transition students and math gains for girls and low‑income students, demonstrating that a school‑based SECD program can influence academic outcomes in low‑income, urban communities.

Abstract

School-based social-emotional and character development (SECD) programs can influence not only SECD but also academic-related outcomes. This study evaluated the impact of one SECD program, Positive Action (PA), on educational outcomes among low-income, urban youth.The longitudinal study used a matched-pair, cluster-randomized controlled design. Student-reported disaffection with learning and academic grades, and teacher ratings of academic ability and motivation were assessed for a cohort followed from grades 3 to 8. Aggregate school records were used to assess standardized test performance (for entire school, cohort, and demographic subgroups) and absenteeism (entire school). Multilevel growth-curve analyses tested program effects.PA significantly improved growth in academic motivation and mitigated disaffection with learning. There was a positive impact of PA on absenteeism and marginally significant impact on math performance of all students. There were favorable program effects on reading for African American boys and cohort students transitioning between grades 7 and 8, and on math for girls and low-income students.A school-based SECD program was found to influence academic outcomes among students living in low-income, urban communities. Future research should examine mechanisms by which changes in SECD influence changes in academic outcomes.