This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…

This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at…

In a 3-year longitudinal study, the authors examined the effect of Direct Instruction (DI) on students' reading achievement, teacher perceptions, nature of the classroom, and special education referral rate. Urban and suburban students completed the Gates-MacGinitie Reading Tests in the fall of Grade 1 and spring of Grades 1, 2, and 3. Teachers…