Social and Academic Learning Study (SALS)
Location: An urban school district in the Northeast
Years: 2001-2004
Principal Investigator: Dr. Sara Rimm-Kaufman, Curry School of Education, University of Virginia, Charlottesville, VA
Funder: DuBarry Foundation
The Study: This three-year longitudinal, quasi-experimental study compared three schools implementing the Responsive Classroom approach at a schoolwide level with three non-implementing schools and found that the Responsive Classroom approach is associated with better academic and social outcomes for elementary school children.

A Multi-year Evaluation of the Responsive Classroom Approach: Its effectiveness and acceptability in promoting social and academic competence

Location: Springfield, MA

Years: 1996-98

Principal Investigator: Dr. Stephen N. Elliott, University of Wisconsin, Madison

Funder: Shinnyo-En Foundation

Duration: Two Years

Summary: There is a correlation over time, determined by regression analysis, between social skills improvement and improved Illinois Test of Basic Skills (ITBS) scores. Therefore, a classroom that promotes the development of social skills will have higher scores on tests such as ITBS than classrooms that do not promote the development of social skills, all other confounding factors held constant. PDF (306 KB)

The Responsive Classroom Approach: Its Effectiveness and Acceptability

Location: Washington, DC

Year: 1995

Principal Investigator: Dr. Stephen N. Elliott, University of Wisconsin, Madison

Funder: The Center for Systemic Education Change, Washington, DC

Duration: One Year 

Summary:

Results of the West Haven study were duplicated. Once again it was found that students exposed to Responsive Classroom practices over the course of a school year generally were perceived to exhibit higher levels of social skills and fewer problem behaviors than those with limited or no exposure. These findings held up across racially diverse sub-samples.

PDF (301 KB)

Caring to Learn: 

A Report on the Positive Impact of a Social Curriculum

Location: West Haven, CT

Year: 1993

Principal Investigator: Dr. Stephen N. Elliott, University of Wisconsin, Madison

Funder: The Xerox Foundation

Duration: One Year 

Summary:

Students exposed to Responsive Classroom practices over the course of a school year generally were perceived to exhibit higher levels of social skills and fewer problem behaviors than those with limited or no exposure. These findings held up across racially diverse sub-samples.

PDF (217 KB)