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The WWC review of character education addresses student outcomes in three domains: behavior; knowledge, attitudes, and values; and academic achievement.
Behavior. Flay and colleagues (2006) reported statistically significant differences favoring the intervention groups on students' suspension rates, use of alcohol, being drunk, and use of tobacco and illegal drugs. The study also reported statistically significant differences favoring the intervention group on serious violence among boys but not among girls. The average effect size across all behavior outcomes in this study was statistically significant.4
Flay and Allred (2003) reported statistically significant differences favoring the intervention group on students' violent behavior and suspension rates. In addition, the average effect size was statistically significant.
Academic achievement. Flay and colleagues (2006) reported, and the WWC confirmed, statistically significant differences favoring the intervention groups on students' grade retention rates. The study also examined the impact on state standardized test scores in reading and math but found no statistically significant differences. In addition, the average effect size was statistically significant.
Flay and Allred (2003) reported, and the WWC confirmed, statistically significant differences favoring the intervention group on total scores of the Florida Comprehensive Aptitude Test (FCAT). The authors reported no statistically significant impacts on absenteeism. The average effect size across the two outcomes in this domain was statistically significant.
The WWC rates interventions as positive, potentially positive, mixed, no discernible effects, potentially negative, or negative. The rating of effectiveness takes into account four factors: the quality of the research design, the statistical significance of the findings (as calculated by the WWC), the size of the difference between participants in the intervention condition and the comparison condition, and the consistency in findings across studies (see the WWC Intervention Rating Scheme).
4 The level of statistical significance was reported by the study authors or, where necessary, calculated by the WWC to correct for clustering within classrooms or schools and for multiple comparisons. For an explanation, see the WWC Tutorial on Mismatch. See the Technical Details of WWC-Conducted Computations for the formulas the WWC used to calculate the statistical significance. In the case of Positive Action, corrections for both clustering and multiple comparisons were needed.
|Institute of Education Sciences
Character Education