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Randomized Controlled Trial
. 2012 Jan;82(1):11-20.
doi: 10.1111/j.1746-1561.2011.00662.x.

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i

Frank J Snyder  1 , Samuel Vuchinich, Alan Acock, Isaac J Washburn, Brian R Flay
Affiliations
Randomized Controlled Trial

Improving elementary school quality through the use of a social-emotional and character development program: a matched-pair, cluster-randomized, controlled trial in Hawai'i

Frank J Snyder et al. J Sch Health. 2012 Jan.

Abstract

Background: School safety and quality affect student learning and success. This study examined the effects of a comprehensive elementary school-wide social-emotional and character education program, Positive Action, on teacher, parent, and student perceptions of school safety and quality utilizing a matched-pair, cluster-randomized, controlled design. The Positive Action Hawai'i trial included 20 racially/ethnically diverse schools and was conducted from 2002-2003 through 2005-2006.

Methods: School-level archival data, collected by the Hawai'i Department of Education, were used to examine program effects at 1-year post-trial. Teacher, parent, and student data were analyzed to examine indicators of school quality such as student safety and well-being, involvement, and satisfaction, as well as overall school quality. Matched-paired t-tests were used for the primary analysis, and sensitivity analyses included permutation tests and random-intercept growth curve models.

Results: Analyses comparing change from baseline to 1-year post-trial revealed that intervention schools demonstrated significantly improved school quality compared to control schools, with 21%, 13%, and 16% better overall school quality scores as reported by teachers, parents, and students, respectively. Teacher, parent, and student reports on individual school-quality indicators showed improvement in student safety and well-being, involvement, satisfaction, quality student support, focused and sustained action, standards-based learning, professionalism and system capacity, and coordinated team work. Teacher reports also showed an improvement in the responsiveness of the system.

Conclusions: School quality was substantially improved, providing evidence that a school-wide social-emotional and character education program can enhance school quality and facilitate whole-school change.

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Conflict of interest statement

Notice of potential conflict of interest: The research described herein was done using the programand the training and technical support of Positive Action, Inc. Dr. Flay’s spouse holds a significant financial interest in Positive Action, Inc. This potential conflict of interest was managed by the Oregon State University Conflict of Interest Committee.

Figures

Figure 1
Figure 1. School-Level Means for Teacher, Parent, and Student School-Quality Composite Scores Hawai’i Randomized Trial Occurred 2002–2003 to 2005–2006
Random-intercept growth curve models: *p < .05; **p < .01; ***p < .001; all 2-tailed tests of significance
See this image and copyright information in PMC

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