Ready to Learn

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Designated
SELect
Indicates that a program demonstrates evidence of effectiveness at improving student outcomes at the highest level, supports students’ social and emotional growth through all five competencies, and offers multi-year programming. For a full list of SELect student outcomes see SELect designation.
Program description

Ready to Learn provides a lesson-based approach to SEL. It includes programming for grades Pre-K-1 and demonstrates evidence of effectiveness in Kindergarten.

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      • SEL lessons
      • Instructional practices
      • Relationship building
      • Positive classroom management
      • Activities and Resources for Home
    • Onsite in-person training
    • Virtual training
    • Offsite training
    • Train the trainer model
    • Administrator support
    • Coaching
    • Technical assistance
    • Professional Learning Communities (PLCs)
    • Online resource library
    • Self-report tools for monitoring implementation
    • Observational tools
    • Tools for measuring student success

Evidence of effectiveness

Results from a randomized controlled trial published in 2003 support the effectiveness of Ready to Learn for elementary students. The evaluation included 260 kindergarten students (predominantly white; middle class) in a suburban area in the U.S. Southeast. The evaluation found that the students who participated in the program achieved higher scores on a standardized test of listening comprehension compared to students in the comparison group (outcomes were reported one year after baseline while controlling for outcome pretest). Additionally, students who participated in the program performed better on a teacher-reported student ADHD-related behaviors over this same period.

Results from a QE conducted in the 2016-2017 academic year (unpublished report written in 2020, Kuba et al.) supported the effectiveness of Ready to Learn for elementary students. This evaluation included 297 kindergarten students (33% white, 32% Black/African American, 26% Latinx) enrolled in Title 1 public schools in the U.S. Southeast. The study found that kindergarten students who participated in the program had significant teacher-reported improvements in prosocial behaviors, as well as improvements in reading performance compared to students in the control group (outcomes reported a year after baseline while controlling for outcome pretest).

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  • Evidence shown in grades
    K
    School characteristics
      • Suburban
      • Southwest
    Student characteristics
    • Black / African American
    • Hispanic / Latinx
    • White
    • Low income
    Percentage Low Income
    • Not Specified
    Study design type
    • QE
    Greater than 350 students included in study design type
    • No
    Multiple school districts included at study design type
    • Yes
    • Improved academic performance
    • Reduced emotional distress
    • Improved identity development and agency
    • Reduced problem behaviors
    • Improved school climate
    • Improved school connectedness
    • Improved social behaviors
    • Improved teaching practices
    • Improved other SEL skills and attitudes

How does Ready to Learn support SEL implementation across multiple settings?

“The Ready to Learn model is designed to be a school-wide SEL program by providing classroom lessons for each grade level K-12. The model also features a parent education component.”

Get info and pricing on the provider’s website

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References

  • Other references

  • Cohen, L., Bowers, H., Brigman, G., & Villares, E. (n.d.). The Impact of Ready to Learn on Prosocial Skills and Reading Skills of First Grade Students. Unpublished report.
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  • Program approach: Free Standing Lessons
  • Significant evaluation outcomes: Improved academic performance, Reduced problem behaviors, Improved social behaviors
  • Student characteristics: Black / African American, Hispanic / Latinx, White, Low income
  • School characteristics: Suburban, Southwest
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