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General

Study Overview

Title:

Evaluating the Impact of a Focused Reading and Math Intervention Integrated with a Social-Emotional Learning Program on Student Learning Outcomes and Psychosocial Wellbeing

Study is 3ie funded:

No

Study ID:

RIDIE-STUDY-ID-532b0baf89c03

Initial Registration Date:

03/20/2014

Last Update Date:

03/20/2014

Study Status:

Ongoing

Location(s):

Congo - Kinshasa

Abstract:

Based on 30 years of experience in conflict-affected settings, the IRC is implementing the existing Healing Classrooms model in conflict-affected areas of the Democratic Republic of Congo (DRC) through a USAID-funded intervention. The intervention augments the Healing Classrooms model with core practices from Social and Emotional Learning (SEL) and focused teacher training. Despite the vast evidence supporting the impact of social-emotional learning in the United States, there is still extremely limited evidence on the effectiveness of SEL programming in low-resource and conflict-affected settings. The goal of this evaluation is to rigorously evaluate the impact of the intervention on outcomes for children in 350 schools in DRC and use results to increase the effectiveness of interventions in this challenging setting. The baseline survey was completed in May 2011 and baseline reports on teacher motivation and student social-emotional, reading, and math outcomes are currently available. Year 1 follow up was completed in June 2012, and year 2 follow up was completed in June 2013. The final report is anticipated late 2014.

Registration Citation:

Aber, J.L., Seidman, E. and Torrente, C., 2014. Evaluating the Impact of a Focused Reading and Math Intervention Integrated with a Social-Emotional Learning Program on Student Learning Outcomes and Psychosocial Wellbeing. Registry for International Development for Impact Evaluations (RIDIE). Available at: 10.23846/ridie023

Categories:

Education

Additional Keywords:

social-emotional learning, cluster randomized trial

Secondary ID Number(s):

Principal Investigator(s)

Name of First PI:

J. Lawrence Aber & Edward Seidman

Affiliation:

New York University

Name of Second PI:

Catalina Torrente

Affiliation:

Yale University

Study Sponsor

Name:

USAID, the Novo Foundation, an anonymous donor

Study Sponsor Location:

United States

Research Partner

Name of Partner Institution:

New York University

Type of Organization:

Research institute/University

Location:

United States

Intervention

Intervention Overview

Intervention:

The intervention is a teacher training program focused on infusing social-emotional practices and processes into the teaching of reading and math in primary school. The intervention runs throughout the year, using an iterative series of peer-learning events to refresh and update knowledge and skills on a regular basis. Initial and refresher trainings are held 1-3 times per year. The intervention aims to improve the classroom practices and processes for teachers in primary schools, and by doing so, improve reading, math and social-emotional outcomes of students.

Theory of Change:

Multiple Treatment Arms Evaluated?

No

Implementing Agency

Name of Organization:

The International Rescue Committee

Type of Organization:

NGO (International)

Program Funder

Name of Organization:

USAID

Type of Organization:

Foreign or Multilateral Aid Agency

Intervention Timing

Intervention or Program Started at time of Registration?

Yes

Start Date:

06/01/2011

End Date:

06/01/2015

Evaluation Method

Evaluation Method Overview

Primary (or First) Evaluation Method:

Randomized control trial

Other (not Listed) Method:

Additional Evaluation Method (If Any):

Other (not Listed) Method:

Method Details

Details of Evaluation Approach:

The current study design is best conceptualized as a 3-level Multi-Site Cluster Randomized Trial. Students (n=~80) are nested in Schools (J=1 or 2 per OAC) which are nested in OPEQ Administrative Clusters (K=~92). In addition, clusters are “blocked” or “stratified” by educational sub-division (L=~10) and randomized to pilot (2011), early (2012) or late (2013) implementation of the integrated intervention.

Outcomes (Endpoints):

Students' academic outcomes (reading in French and math) Students' Mental Health and Emotional Well-Being Students' social emotional learning Teacher motivation and performance

Unit of Analysis:

Cluster level

Change History for Unit of Analysis

Changed On	Previous Value
03/20/2014	School level

Hypotheses:

IRC and PIs hypothesize that: (1) motivation and performance of teachers who receive the OPEQ in-service teacher training will be enhanced compared to the motivation and performance of teachers in the control condition; (2) the positive impacts of the in-service teacher training will be greater for teachers who attend all OPEQ workshops; (3) student academic learning, mental health and emotional wellbeing outcomes will be improved in schools that receive the integrated intervention compared to those in schools that do not; (4) the positive impact of the intervention on teachers and students will be greater in schools where the intervention is implemented with higher fidelity to the proposed model; and (5) the impact of the integrated intervention on teacher performance and student outcomes will vary by selected individual (e.g. risk status, gender), school (e.g. size, organizational readiness) and community (e.g. high exposure to violence) factors.

Unit of Intervention or Assignment:

School clusters (groups of 3-6 schools)

Number of Clusters in Sample:

126

Number of Individuals in Sample:

10,080 students, 756 teachers (most recent survey wave)

Size of Treatment, Control, or Comparison Subsamples:

design is wait-list control, so size of control group depends on year of analysis

Supplementary Files

Analysis Plan:

Other Documents:

Data

Outcomes Data

Description:

Outcome measures will be calculated using a dataset comprised of student and teacher surveys collected at the school level.

Data Already Collected?

Yes

Data Previously Used?

No

Data Access:

Not restricted - access with no requirements or minimal requirements (e.g. web registration)

Data Obtained by the Study Researchers?

Yes

Data Approval Process:

Approval Status:

Treatment Assignment Data

Participation or Assignment Information:

Yes

Description:

Data Obtained by the Study Researchers?

Data Previously Used?

Data Access:

Data Obtained by the Study Researchers?

Data Approval Process:

Approval Status:

Data Analysis

Data Analysis Status:

Yes

Study Materials

Upload Study Materials:

Early Grade Math Assessment - Grade 2 - French : O1 OUTIL EGMA 2eme.docx
Early Grade Math Assessment - Grades 3&4 - French: O3 Outil EGMA 3eme & 4eme.docx
Early Grade Reading Assessment - Grade 3 - French: O9 OUTIL EGRA 3eme - Mars 2012.docx
Early Grade Reading Assessment - Grade 4 - French: O10 OUTIL EGRA 4eme - Mars 2012.docx
Student demographic form: O14 outil demographique final.pdf
Teacher Survey - French: O13 Outil Enseignant-Final Mars 2012.pdf
Student Social Emotional Learning Survey - French: O12 OUTIL SEL - 30 Mars 2012.pdf

Registration Category

Registration Category:

Non-Prospective, Category 4: Data for measuring impacts have been obtained/collected by the research team and analysis for this evaluation has started

Completion

Completion Overview

Intervention Completion Date:

Data Collection Completion Date:

Unit of Analysis:

Clusters in Final Sample:

Total Observations in Final Sample:

Size of Treatment, Control, or Comparison Subsamples:

Findings

Preliminary Report:

Preliminary Report URL:

Summary of Findings:

Paper:

Paper Summary:

Paper Citation:

Data Availability

Data Availability (Primary Data):

Date of Data Availability:

Data URL or Contact:

Access procedure:

Other Materials

Survey:

Survey Instrument Links or Contact:

Program Files:

Program Files Links or Contact:

External Link:

External Link Description:

Description of Changes:

Study Stopped

Date:

Reason: