Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial

Sara E. Rimm-Kaufman; Ross A A Larsen; Alison E. Baroody; Timothy W. Curby; Michelle Ko; Julia B. Thomas; Eileen Merritt; Tashia Abry; Jamie DeCoster

doi:10.3102/0002831214523821

Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial

Sara E. Rimm-Kaufman, Ross A A Larsen, Alison E. Baroody, Timothy W. Curby, Michelle Ko, Julia B. Thomas, Eileen Merritt, Tashia Abry, Jamie DeCoster

Research output: Contribution to journal › Article › peer-review

95 Scopus citations

Abstract

This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation.

Original language	English (US)
Pages (from-to)	567-603
Number of pages	37
Journal	American Educational Research Journal
Volume	51
Issue number	3
DOIs	https://doi.org/10.3102/0002831214523821
State	Published - Jun 2014

Keywords

Responsive Classroom
fidelity of implementation
mathematics
reading
social and emotional learning

ASJC Scopus subject areas

Education

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10.3102/0002831214523821

Cite this

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abstract = "This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation.",

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AU - Thomas, Julia B.

AU - Merritt, Eileen

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Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial

Abstract

Keywords

ASJC Scopus subject areas

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