Research Results

Over the last decade, a series of controlled, objective evaluations were conducted to determine the effectiveness of The ESSENTIAL Curriculum™ in helping to create classrooms characterized by learning and achievement, caring, empathy, self-discipline, motivation and effort, and positive teacher-student relationships. The experimental model evaluated the impact of teaching the program by a variety of methods:

• Independent classroom observations
• Independent interviews with teachers, administrators and parents
• Use of paper and pencil instruments with students to determine knowledge of the curriculum concepts, subjective evaluation of self-esteem, and evaluation of personal behavior
• Pre- and post-test behavioral ratings by classroom teachers

The evaluation included data gathered from approximately 2,200 students and 120 teachers, in grades Kindergarten through Fifth. Both program and comparison (control) cohorts were drawn from the greater metropolitan Kansas City area, and included schools of all kinds – parochial, suburban public, private, urban public, rural, and proprietary. This wide sampling of school type allowed for the inclusion of many demographic variables for both families and teachers, including socioeconomic status, race, gender and religion. Students included in the research were Hispanic, African-American, and Caucasian. Teachers were diverse as well, differing in age and experience in the classroom. Four separate studies were undertaken, including students in grades K-3, a longitudinal study, a study of high-implementing classrooms, and a study involving parents.

Summary of Results
Students involved in The ESSENTIAL Curriculum™ were observed to display the following behaviors: empathy for others, self-discipline, recognition and fulfillment of their responsibilities, respect for their own rights and the rights of others, admission and correction of their mistakes. Results also indicated that the program has a cumulative effect on students who remain involved with the project over several consecutive years.

Major Research Findings

1. Children, regardless of economic status, race, ethnicity, or family circumstance, responded positively to the program and demonstrated the target behaviors taught in the curriculum.
   
   
2. Teachers trained by The ESSENTIAL Curriculum demonstrated improved classroom management skills.
   
   
3. The ESSENTIAL Curriculum classrooms were characterized as more caring, disciplined, and respectful places as compared to controls. Specific findings included:
   1. increased ability to admit mistakes
   2. increased respect for the property of others
   3. decreased use of inappropriate, attention-seeking behaviors
   4. increased persistence and effort to complete tasks
   5. decreased submissiveness with peers
   6. decreased tattling
   7. decreased exaggerated or inappropriate self-blaming
   8. decreased bossiness
   9. increased effort to practice or use self-control
   10. decreased use of put-downs to others
   11. decreased physical aggression
   12. increased empathy and understanding of the feelings of others
   13. increased willingness to accept responsibilities
   14. increased ability to work without disrupting others
   
   
   
4. Not surprisingly, teachers who fully implemented the curriculum showed the greatest positive effects.
   
   
5. Similarly, the students who were in the program for several years experienced the greatest positive effects.
   
   
6. In one study of a hundred parents trained in the concepts of The ESSENTIAL Curriculum, 75% reported significant improvement in children’s attitudes and behavior at home such as self-discipline, responsibility, and goal-setting.
   
   
7. By 5th grade, The ESSENTIAL Curriculum students reported a higher level of self-valuing and self-respect compared to the control group.
   
   
8. In one urban-core elementary school, suspensions for violence and other inappropriate behavior were reduced by 85% in the first nine months after the program was implemented.
   
   
9. In another school, over a three-year period, disciplinary actions were reduced by about 90%.
   
   
10. In a study of 800 high school students, it was determined that students who knew more about empathy, responsibility, self-control, learning from mistakes, self-esteem and other topics included in The ESSENTIAL Curriculum made better grades than students who did not fully understand these concepts. There were significant gender differences, with boys being at higher risk for lack of self-esteem and poor integration of the principles contained within the curriculum.
    
    

Receive the Research Report
To receive the complete text of the Research Report, please e-mail Dr. Leslie Dunn.