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Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials. EdWorkingPaper No. 23-782
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Emma R. Hart; Drew H. Bailey; Sha Luo; Pritha Sengupta; Tyler W. Watts – Annenberg Institute for School Reform at Brown University, 2024
Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether…
Descriptors: Literature Reviews, Meta Analysis, Children, Adolescents