Apparent variation in SEL program impacts may be an artifact of imprecise program targets misaligned with too-general outcome measures¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? What appears to be variation in impacts of elementary SEL programs may instead stem from imprecise program targets misaligned with too-general measures of outcomes. → Stephanie M. Jones 2017 q2 i? SEL programs target basic emotion skills such as emotion knowledge and vocabulary but measure more complex outcomes that build on those basic skills, so effects on targeted basic skills go unmeasured. → Stephanie M. Jones 2017 (2)

Evidence¶

Stephanie M. Jones 2017¶

Stephanie M. Jones, Sophie P. Barnes, Rebecca Bailey, and Emily J. Doolittle. (2017). Promoting Social and Emotional Competencies in Elementary School. The Future of Children, Vol. 27, No. 1, Spring 2017. https://eric.ed.gov/?id=EJ1144815

q2 · i? · review · r2

The article's central conclusion from its review of 11 randomized-trial SEL interventions, mapping each program's targets against its measured outcomes. The review finds that "what appears to be variation in impacts may instead be an artifact" of target-measure misalignment. This is the authors' interpretive synthesis rather than a tested statistical result.

"Our review suggests that what appears to be variation in impacts may instead be an artifact of imprecise program targets misaligned with too-general outcome measures."

Stephanie M. Jones 2017 (2)¶

Stephanie M. Jones, Sophie P. Barnes, Rebecca Bailey, and Emily J. Doolittle. (2017). Promoting Social and Emotional Competencies in Elementary School. The Future of Children, Vol. 27, No. 1, Spring 2017. https://eric.ed.gov/?id=EJ1144815

q2 · i? · review · r2

Documented example of the misalignment pattern in the emotion domain: 40 percent of PATHS lessons focus on understanding and communicating emotions and RULER targets five key emotion skills, yet neither study included measures of these basic emotional skills. The article reports this as a review finding about measurement practice, with no effect sizes.

"Programs tend to target basic or fundamental emotion skills, such as emotion knowledge, emotion vocabulary, and emotion expression. But they measure more complex outcomes that build on or use these basic emotion skills."

Discussion¶

Related Claims¶

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