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

Autor/inn/en	Dong, Nianbo; Herman, Keith C.; Reinke, Wendy M.; Wilson, Sandra Jo; Bradshaw, Catherine P.
Titel	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
Quelle	In: Prevention Science, 24 (2023) 8, S.1483-1498 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dong, Nianbo) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-4986
DOI	10.1007/s11121-022-01425-w
Schlagwörter	Outcomes of Education; Socioeconomic Status; Gender Differences; Racial Differences; Elementary School Students; Middle School Students; Intervention; Interpersonal Competence; Social Development; Student Behavior; Skill Development; Maryland; Missouri; Virginia; Texas + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Rassenunterschied; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Interpersonale Kompetenz; Soziale Entwicklung; Student behaviour; Schülerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung
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.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01