Among specific student constructs, academic content, discipline issues, and interpersonal competencies were the most frequently measured outcomes in character education program studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2009 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Academic content was measured in studies of 14 programs; discipline issues and interpersonal competencies in 13 each; prosocial dispositions, intrapersonal strengths, substance use, and intrapersonal competencies in 11 each. → Person 2009

Evidence¶

Person 2009¶

Person, Ann E., Emily Moiduddin, Megan Hague-Angus, and Lizabeth M. Malone (2009). Survey of Outcomes Measurement in Research on Character Education Programs (NCEE 2009-006). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. https://www.mathematica.org/publications/survey-of-outcomes-measurement-in-research-on-character-education-programs

q2 · i? · review · r2

Cross-program analysis of the 36 reviewed programs' studies (Findings chapter, Figures 1-3). The executive summary reports the most frequently measured student constructs, e.g., "academic content (measured for 14 programs)" and "discipline issues and interpersonal competencies (each measured for 13 programs)."

"those most often measured were: academic content (measured for 14 programs), prosocial dispositions and interpersonal strengths (each measured for 11 programs), discipline issues and interpersonal competencies (each measured for 13 programs), and substance use and intrapersonal competencies (each measured for 11 programs)."

Discussion¶

Related Claims¶

• Studies of character education programs most often measure student-level outcomes, with behavioral outcomes measured for 31 of 36 programs, affective for 28, and cognitive for 25 — related
• Balanced SEL frameworks cover intrapersonal, interpersonal, and cognitive competencies and mix skills, knowledge, and attitudes — related
• SEL programs reduce disruptive behavior problems and emotional distress and foster prosocial behavior — related