Electronic Resource
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
| 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 |
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