This study investigated the effects of the SuccessMaker computerized curriculum upon the psychosocial and academic outcomes of students identified as chronically disruptive. Ninety-four subjects, ages ten to seventeen, assigned to an Alternative Placement Program for a period of 90 to 180 days were included in the study. Results of a t-test analysis revealed a significant difference between pre-treatment and post-treatment outcomes of the Rosenberg Self-Esteem Instrument applied to measure the psychosocial variable, self-esteem. The increase in student self-esteem can be explained by success in two areas comprising the SuccessMaker, “Readers Workshop” and “Reading Network.”
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