The Washington Post (3/7, Layton) reports that new research indicates that the “popular” Responsive Classroom teaching method, intended to boost elementary school students’ social and emotional skills, “also leads to academic achievement,” noting that the study “found that children in classrooms where the technique was fully used scored significantly higher in math and reading tests.” The Post reports that the lead author, University of Virginia professor of education Sara Rimm-Kaufman, “said the results are important during a period of increased emphasis on academic results.”