The Impact of a Large-Scale District Initiative on Student Engagement in Kindergarten to Third Grade: Four-Year Results

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Social and Emotional Learning Programs and Practices: Quality Implementation and Outcomes

Abstract

The purpose of this quasi-experimental study was to examine whether the implementation of the Leader in Me (TLIM) program, as part of large Race-to-the-Top—District (RTT—D) district competition grant, positively impacted student engagement in Kindergarten to third grades. One hundred and twelve schools in 22 districts were divided into two cohorts to implement TLIM program over the four-year grant period. By comparing treatment (cohort 1) schools and the delayed treatment (cohort 2) schools, the results provide evidence for the positive impact of TLIM on cognitive and social engagement in Kindergarten to third grades. However, the program impact varies by type of engagement, implementation year, and grade level. Implications for similar program implementation and evaluation were discussed.

Authors

• Jie Zhang, University of Houston

• Caroline Bena Kuno, University of Houston

• Lana Kharabi-Yamato, University of Houston

• Antony D. Norman, Western Kentucky University

• Amber Schroeder

• Jenni Redifer, Western Kentucky University

• Gary W. Houchens, Western Kentucky University

• Kyong Hee Chon, Western Kentucky University

• Stephen K. Miller, Western Kentucky University