It may be that in lower-quality schools or classrooms, teachers focus more of their attention on helping the lower-performing students catch up, so the gains experienced by the preschool group are lost.
In other words, the benefits of preschool were sustained if students continued in high-quality learning environments.
However, they did note evidence that having both of these supportive factors was associated with a sustained advantage for PreK participants in both math and ELA. The researchers found that neither exposure to highly effective teachers nor attending a high-quality school was sufficient by itself to explain differences in achievement between PreK participants and non-participants in 3 rd grade. The TVAAS compares average relative progress on the schools’ state assessments in comparison to the state’s growth standard. Academic outcomes were assessed through the standardized Tennessee Comprehensive Assessment Program (TCAP), while teacher quality was measured through classroom observation, and school quality was captured using the Tennessee Value-Added Assessment System (TVAAS). To answer this question, they studied outcomes from 2,900 students across 29 school districts in Tennessee that were randomly assigned to receive preschool or not. To disentangle the reasons that underlie the retention, or lack thereof, of the benefits of preschool attendance, Francis Pearman and colleagues asked: Do high-quality teachers and positive school environments impact duration of improved academic outcomes by students who attended preschool? However, sometimes these benefits fade quickly, while in others they are much more persistent. There is little doubt that preschool improves achievement-related outcomes in the short-term. While this study is a mixed-methods study using both quantitative and qualitative data, we only introduced the quantitative findings of the study.īy Claire Chuter, Johns Hopkins University These findings indicate potential benefits of SEL interventions for teachers who deliver them, in addition to the benefits for students already shown through multiple studies. In particular, among the five subscales of the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Maslach Burnout Inventory, the effects of MindUP were significant in teachers’ self-efficacy at work (+0.16) and reactions to work (+0.27). Comparison teachers received the same trainings and resources in the following year.Īfter one or two years of the program implementation, teachers who delivered the intervention utilized significantly more trauma-informed practice (+0.16). The intervention involved 15 weekly lessons and the implementation of core practice of the program three times a day. After receiving the trainings, intervention teachers implemented MindUP in their classrooms throughout the school year. The training for MindUp was offered by a trainer from the organization managing the program.
Intervention teachers received a half-day in-person training on trauma-informed practice, and a full-day in-person MindUP training, in addition to another full-day extension training in the spring. Both groups included K-12 teachers and early childhood educators. The study included 41 teachers in the control group and 71 teachers in the intervention group, composed of 45 teachers who delivered the intervention for one year, and 26 teachers who delivered the intervention for two years. By Sooyeon Byun, Johns Hopkins UniversityĪ Canadian study explored the impact on teachers of delivering a mindfulness-based SEL program called MindUp with additional teacher training on trauma-informed practice.
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