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.

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    Program description

    Ready to Learn provides a lesson-based approach to SEL. It includes programming for grades preK-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 control trial (RCT) 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 US 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 1 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    Results from a quasi-experiment (QE) conducted in the 2016-2017 academic year (unpublished report written in 2020, Kuba et al.)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 (white = 33%, Black = 32%, Latinx = 26%) enrolled in Title 1 public schools in the US 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

    • Accepted by CASEL

    • Brigman, G. A., & Webb, L. D. (2003). Ready to learn: Teaching kindergarten students school success skills. The Journal of Educational Research, 96, 286-292.

    • Kuba, S.P., Villares, E., Brigman, G. & Mariani, M. (unpublished). The Impact of the Ready to Learn Program on Kindergarteners’ Pro-Social and Self-Regulation Skills, Reading Performance, and Teachers’ Perceptions of Classroom Climate.
    • Other references

    • Cohen, L., Bowers, H., Brigman, G., & Villares, E. (unpublished). The Impact of Ready to Learn on Prosocial Skills and Reading Skills of First Grade Students
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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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