The study seeks to estimate impacts of INSIGHTS on a range of long-term student outcomes. The MDRC research team will leverage administrative data from the New York City Department of Education and work closely with the Research Alliance for New York City Schools to conduct the study. The study is funded by a grant (R305A220174) from the Institute of Education Sciences.

This study will examine three overarching research questions:

1. What is the impact of INSIGHTS on students’ language and math skills in middle and high school?
2. What is the impact of INSIGHTS on students being on-track to graduate high school in ninth grade, passing New York state Regents tests, and successfully finishing high school?
3. What is the impact of INSIGHTS on students’ enrollment in two- and four-year colleges?

The study will also consider a number of exploratory analyses, including testing whether impacts varied by gender, child temperament, and behaviors at kindergarten entry; examining whether impacts were mediated by changes in students’ in-school behaviors in middle and high school; and considering whether implementation fidelity or intervention dosage influenced the extent to which there were any lasting impacts. Taken together, results will provide needed evidence to the field on whether investments in social-emotional learning stand to have lasting impacts on students’ learning, development, and school success in adolescence.