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While short-term benefits for academic and behavioral outcomes are supported by meta-analytic research, long-term effects on special education receipt and grade retention remain understudied. This randomized trial used administrative data (N=1,634) to examine kindergarten–first grade SEL impacts through fifth grade and tested differences by income level.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/long-term-effects-of-socialemotional-learning-on-receipt-of-special-education-and-grade-retention/589912/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/long-term-effects-of-socialemotional-learning-on-receipt-of-special-education-and-grade-retention/589912.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What long-term outcomes were examined in this randomized trial of SEL?","Question",{"text":112,"@type":113},"The study examined receipt of special education services and grade retention by fifth grade, following implementation in kindergarten and first grade.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Did SEL affect grade retention in the longer term?",{"text":117,"@type":113},"No. Findings revealed no difference between treatment and control group students in grade retention.",{"name":119,"@type":110,"acceptedAnswer":120},"How did SEL influence special education services, and what role did income play?",{"text":121,"@type":113},"Students in the treatment group were less likely to ever receive special education services by the end of fifth grade. Low-income students appeared to drive this effect.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589912,1792166018,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","AERA Open  \nJuly-September 2019, Vol. 5, No. 3, pp. 1–21 DOI: 10. 1177/2332858419867290  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2019. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nLong-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention: Evidence From a Randomized Trial of  \nINSIGHTS  \nMeghan P. McCormick  \nMDRC  \nRobin Neuhaus  \nE. Parham Horn  \nErin E. O’Connor  \nNew York University  \nHope S. White  \nSUNY Buffalo  \nSamantha Harding  \nElise Cappella  \nSandee McClowry  \nNew York University  \nSocial–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social– emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term. Using an experimental design, the current study leveraged administrative data available through students’ school records (N = 1,634) to examine the impacts of one SEL program implemented in kindergarten and first grade on receipt of special education and grade retention in fifth grade. The study further considered whether impacts varied for low-versus high-income students. Findings revealed no difference between treatment and control group students in grade retention. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect. Implications are discussed.  \nKeywords: social–emotional learning, intervention, special education, grade retention  \nSocial–Emotional Learning (SEL) programs are schoolbased preventive interventions that aim to improve children’s social–emotional skills and behavioral development (Jones & Doolittle, 2017) . Meta-analytic research has shown that SEL programs tend to achieve these aims in the short term (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011) . Further work (e.g., Bierman et al., 2010; Brackett, Rivers, Reyes, & Salovey, 2012; Diamond & Lee, 2011) demonstrates that SEL programs can improve children’s academic skills, although that evidence base is more mixed (Durlaket al., 2011; Social and Character Development Research Consortium, 2010) . Few studies, however, have been able to track intervention study participants across time in order to understand the long-term impacts of SEL programming. Indeed, a recent meta-analysis by Taylor, Oberle, Durlak, and  \nWeissberg (2017) found that of 82 SEL program impact studies with at least 6 months of follow-up data, only 6 studies considered effects 4 or more years postintervention.  \nTo date, evaluators have generally tested how SEL programs affect children’s developmental outcomes, perhaps in line with theory hypothesizing that improvements in skills resulting from intervention will beget gains in later skills (Heckman, 2006; Magnuson & Duncan, 2016) . A subset of rigorous evaluations has examined effects of SEL programs on receipt of special education (SPED) services and grade retention (Taylor et al., 2017), two outcomes that policy makers are increasingly interested indue to their cost implications for districts. In addition, recent work has further theorized that receipt of SPED services and grade retention may be particularly  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and O","cbCaipZPG3xxdD97","https://ap.wps.com/l/cbCaipZPG3xxdD97","pdf",518818,21,"English","# Introduction\n## Background on SEL outcomes\n## Rationale for long-term study\n# Study Design and Data\n## Administrative data approach\n## Income subgroup consideration\n# Results and Implications","[{\"question\":\"What long-term outcomes were examined in this randomized trial of SEL?\",\"answer\":\"The study examined receipt of special education services and grade retention by fifth grade, following implementation in kindergarten and first grade.\"},{\"question\":\"Did SEL affect grade retention in the longer term?\",\"answer\":\"No. Findings revealed no difference between treatment and control group students in grade retention.\"},{\"question\":\"How did SEL influence special education services, and what role did income play?\",\"answer\":\"Students in the treatment group were less likely to ever receive special education services by the end of fifth grade. Low-income students appeared to drive this effect.\"}]","Long-Term Effects of Social–Emotional Learning on Receipt of Special Education and Grade Retention | PDF",1792068387,53]