The SSS evaluation used a cluster-randomized design with 4,321 fifth grade students in 235 classrooms across 60 schools, with data collected at baseline, 6 weeks, and 30 weeks¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Schools were randomly assigned to treatment or control, with student measures collected at three time points and standardized test scores, grades, and attendance collected before treatment and at year's end. → Webb 2014

Evidence¶

Webb 2014¶

Webb, L., Villares, E., Carey, J., Wells, C., & Sayer, A. (2014). Results of a Randomized Controlled Trial of Student Success Skills. SREE Fall 2014 Conference. https://eric.ed.gov/?id=ED562995

q3 · i? · causal · r2

Design description from the Research Design and Participants sections: a cluster-randomized design with schools as the unit of randomization, "15 treatment and 15 control in each district," and student-level data collected at baseline, six weeks, and 30 weeks.

"Participants were 4,321 fifth grade students in 235 classrooms in 60 schools across two school districts (15 treatment and 15 control in each district)."

Discussion¶

Related Claims¶

• Participation in the Student Success Skills program reduced the growth of test anxiety over the school year in 5th graders — related
• SSS participation increased growth in classroom engagement relative to control schools — related
• SSS participation increased growth in cooperation in classroom interactions — related
• SSS participation increased growth in appropriate assertion in classroom interactions — related
• SSS participation prevented a rise in disruptive behavior over the school year that was observed in control students — related
• Including late pretest data in RCT analyses can bias post-test impact estimates because pretests are collected after random assignment — related