Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance

Although the promise of universal social-emotional learning (SEL) programs enhancing student academic outcomes has captured public attention, there has been limited research regarding such programs’ impact on students’ state test scores. We used multilevel modeling of follow-up data from a multiyear, multisite cluster-randomized efficacy trial to investigate the impact of a brief universal SEL program on students’ subsequent state test performance. Although somewhat smaller in magnitude than those reported in previous SEL meta-analyses (e.g., Durlak et al., 2011), observed effect sizes generally were positive and consistent with other studies employing similar designs (i.e., randomized trial, state test outcome, baseline academic covariate). These findings may assuage concerns about the program negatively impacting state test scores due to lost instructional time; however, they also temper expectations about large academic gains resulting from its implementation.

The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across elementary, middle, and high school from 2004/2005 to 2009/2010. The following research question was addressed: What is the relationship between online formative assessment score growth and state test score growth? Two-level time-varying covariate growth models were used. The results indicated that gains in online formative assessment scores over time covaried significantly and positively with state test score gains. Although causal inference is limited, the demonstrated relationship can provide teachers/administrators with evidence of the benefits of technology-based formative assessment practices. This relationship is reassuring given the number of educators who are using technology-based and/or online teaching tools in the classroom, and the number of administrators who are seeking to increase the use of technology as a learning tool in their schools.

The Relationship Between Online Formative Assessment and State Test Scores Using Multilevel Modeling

The relationship between one online formative assessment program in reading and state test scores in reading was examined using existing data (N=208) in four cohorts across elementary, middle, and high school from 2004/2005 to 2009/2010. The following research question was addressed: (1) What is the relationship between online formative assessment score growth and state test score growth? Two-Level Time-Varying Covariate Growth Models were used. The results indicated that gains in online formative assessment scores over time covaried significantly and positively with state test score gains. Although causal inference is limited, the demonstrated relationship can provide teachers/administrators with evidence of the benefits of technology-based formative assessment practices. This relationship is reassuring given the number of educators who are using technology-based and/or online teaching tools in the classroom, and the number of administrators who are seeking to increase the use of technology as a learning tool in their schools.