Responsive Classroom Efficacy Study (RCES)

This multi-year, $2.9 million randomized controlled trial involving 24 elementary schools looks at Responsive Classroom practices, with special emphasis on math teaching and learning.

The data from the study is currently being analyzed and preliminary results should be available soon.

Location: Large suburban school district in a mid-Atlantic state
Years: 2008–2011
Principal Investigator: Dr. Sara Rimm-Kaufman, University of Virginia, Curry School of Education, Center for Advanced Study of Teaching and Learning, Charlottesville, Virginia
Funders: U.S. Department of Education—Institute of Educational Sciences and National Science Foundation

For more information, visit the Center for Advanced Study of Teaching and Learning's RCES project website.

Social and Academic Learning Study (SALS)

This three-year longitudinal, quasi-experimental study compared three schools implementing the Responsive Classroom approach at a school-wide 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.

Six key findings:

1. Children at schools using the Responsive Classroom approach showed greater increases in reading and math test scores.
2. Teachers felt more effective and more positive about teaching.
3. Children had better social skills.
4. Teachers offered more high-quality instruction.
5. Children felt more positive about school.
6. Teachers collaborated with each other more.

Location: Urban school district in the Northeast
Years: 2001–2004
Principal Investigator: Dr. Sara Rimm-Kaufman, University of Virginia, Curry School of Education, Center for Advanced Study of Teaching and Learning
Funder: DuBarry Foundation

SALS summary report (PDF)
SALS full report (PDF)