Gender, Racial, and Socioeconomic Disparities on Social and Behavioral Skills for K-8 Students with and without Interventions: An Integrative Data Analysis of Eight Cluster Randomized Trials

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  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      16
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305D190013
      R305A090307
      R324A070118
      R305A080326
      R305A100342
      R305A130375
      R305A130143
      R305A090446
      R305A190162
      R305A130107
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Outcomes of Education; Socioeconomic Status; Gender Differences; Racial Differences; Elementary School Students; Middle School Students; Intervention; Interpersonal Competence; Social Development; Student Behavior; Skill Development
    • Subject Terms:
      Maryland; Missouri; Virginia; Texas
    • Accession Number:
      10.1007/s11121-022-01425-w
    • ISSN:
      1389-4986
      1573-6695
    • Abstract:
      Despite decades of concern about disparities in educational outcomes for low SES students and students of color, there has been limited rigorous study of programmatic approaches for reducing these disparities in elementary or middle schools. We conducted integrative data analysis (IDA) of the combined data from eight Institute of Education Sciences funded cluster randomized trials to address the research gaps on social and behavioral outcome disparities. The final analytic sample includes 90,880 students in varying grade levels from kindergarten to grade 8 in 387 schools in 4 states (Maryland, Missouri, Virginia, and Texas). Two-level hierarchical linear modeling was used for multilevel moderation analysis. This study provided empirical evidence that there were significant gender, racial, and socioeconomic disparities on social and behavioral outcome measures for elementary and middle school students, the disparities significantly varied across schools, and the disparities could be reduced by interventions. We discussed our findings, implications for interpreting effect sizes of interventions using disparities as empirical benchmarks, and study limitations. We concluded with suggestions for future research. [For the corresponding grantee submission, see ED622033.]
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1401586