RTI uses cookies to offer you the best experience online. By clicking “accept” on this website, you opt in and you agree to the use of cookies. If you would like to know more about how RTI uses cookies and how to manage them please view our Privacy Policy here. You can “opt out” or change your mind by visiting: http://optout.aboutads.info/. Click “accept” to agree.
Rosen, J. A., Hong, Y., Rutledge, S., Cannata, M., Rotermund, S. L., & Leu, K. (2022). Improving SEL outcomes for US 9th graders: Results from a district wide school reform. Studies in Educational Evaluation, 75, Article 101212. https://doi.org/10.1016/j.stueduc.2022.101212
This study examined the impact of Personalization for Academic and Social Emotional Learning (PASL), a school-based social emotional reform implemented in the Broward County Florida Public Schools. Taking advantage of a phased roll out of PASL, we analyzed data collected during the first implementation year (2017–18) and compared 205 9th grade students in 6 schools that received PASL with 1139 comparison group students in 5 schools that received PASL in later years. Focusing on student social emotional outcomes, including school engagement, self-efficacy, and self-regulation, we found that PASL effects, though small and insignificant on average, might vary by students and depend on their initial engagement at the beginning of the 9th grade. The lower a student’s initial engagement, the stronger the PASL effects on end-of-year engagement and self-efficacy.
