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Does an Early Social-Emotional Learning Program Have Lasting Academic Effects through High School? High School Follow-Up Findings from a Randomized Trial of INSIGHTS. Technical Supplement

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Does an Early Social-Emotional Learning Program Have Lasting Academic Effects through High School? High School Follow-Up Findings from a Randomized Trial of INSIGHTS. Technical Supplement
Γλώσσα: English
Συγγραφείς: Pei Zhu, Peyton Nash, Claudia Solís-Román, Nicholas Commins, Livia Martinez, MDRC
Πηγή: MDRC. 2026.
Διαθεσιμότητα: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Peer Reviewed: N
Page Count: 18
Ημερομηνία έκδοσης: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A220174
Τύπος εγγράφου: Numerical/Quantitative Data
Reports - Descriptive
Education Level: High Schools
Secondary Education
Higher Education
Postsecondary Education
Descriptors: Social Emotional Learning, High School Students, Time to Degree, Educational Attainment, High School Graduates, College Enrollment, Attendance, Standardized Tests, Grade Repetition, Special Education, Student Characteristics
Γεωγραφικοί όροι: New York (New York)
Περίληψη: This long-term follow-up study of INSIGHTS into Children's Temperament (INSIGHTS) is unusual in that it has tracked the academic outcomes of students who participated in this two-year, temperament-based SEL program for kindergarten and first-grade students across the full span of their K-12 education. The brief, "Does an Early Social-Emotional Learning Program Have Lasting Academic Effects through High School? High School Follow-Up Findings from a Randomized Trial of INSIGHTS," follows students 13 years after they first joined the program in kindergarten through the year after their expected high school graduation. By using administrative data from New York City Public Schools and the National Student Clearinghouse, the study examines whether this well-implemented early SEL program changed these students' long-term educational paths. This Technical Supplement reports the full results across all available measures and expected middle school and high school grades, as well as findings across multiple analytical model specifications, estimation methods, and sample definitions.
Abstractor: ERIC
IES Funded: Yes
Entry Date: 2026
Αριθμός Καταχώρησης: ED681731
Βάση Δεδομένων: ERIC
FullText Text:
  Availability: 0
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  Data: Does an Early Social-Emotional Learning Program Have Lasting Academic Effects through High School? High School Follow-Up Findings from a Randomized Trial of INSIGHTS. Technical Supplement
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  Data: <searchLink fieldCode="AR" term="%22Pei+Zhu%22">Pei Zhu</searchLink><br /><searchLink fieldCode="AR" term="%22Peyton+Nash%22">Peyton Nash</searchLink><br /><searchLink fieldCode="AR" term="%22Claudia+Solís-Román%22">Claudia Solís-Román</searchLink><br /><searchLink fieldCode="AR" term="%22Nicholas+Commins%22">Nicholas Commins</searchLink><br /><searchLink fieldCode="AR" term="%22Livia+Martinez%22">Livia Martinez</searchLink><br /><searchLink fieldCode="AR" term="%22MDRC%22">MDRC</searchLink>
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  Data: MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
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  Data: This long-term follow-up study of INSIGHTS into Children's Temperament (INSIGHTS) is unusual in that it has tracked the academic outcomes of students who participated in this two-year, temperament-based SEL program for kindergarten and first-grade students across the full span of their K-12 education. The brief, "Does an Early Social-Emotional Learning Program Have Lasting Academic Effects through High School? High School Follow-Up Findings from a Randomized Trial of INSIGHTS," follows students 13 years after they first joined the program in kindergarten through the year after their expected high school graduation. By using administrative data from New York City Public Schools and the National Student Clearinghouse, the study examines whether this well-implemented early SEL program changed these students' long-term educational paths. This Technical Supplement reports the full results across all available measures and expected middle school and high school grades, as well as findings across multiple analytical model specifications, estimation methods, and sample definitions.
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      – Text: English
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      – SubjectFull: High School Students
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