
Description
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
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Associated Research
Related Topics


Dual language education and academic growth
This study examined math and reading academic achievement and growth in grades 2 to 8 for Hispanic participants and nonparticipants of a Spanish-English dual language program.
By: Angela Johnson
Topics: English Language Learners, Equity, Seasonal learning patterns & summer loss


Dual identification? The effects of English Learner status on special education placement
This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement.
By: Mark Murphy, Angela Johnson
Topics: English Language Learners, Equity


Looking back: how prior-year attendance impacts starting achievement
This research uses interim assessment test results to measure the impact of prior year attendance on starting achievement the following year. Results show the impacts are significant and persistent.
By: Greg King, Nate Jensen, Shannon Bi, Emily Wolk
Topics: School & test engagement, Student growth & accountability policies


Impacts of school entry age on academic growth through second grade
Does entering school older give students an edge? New research suggests an early advantage may fade in later grades.
By: Angela Johnson, Megan Kuhfeld
Topics: Early learning, Student growth & accountability policies


Correlates of change in elementary students’ perceptions of interactions with their teacher
This study leveraged a racially/ethnically diverse sample of third and fourth grade students and teachers in a large, urban district to investigate whether stable student and teacher characteristics (e.g., sex) and observed quality of classroom interactions influenced change in students’ perceptions of interactions with their teacher.
By: Catherine Corbin, Erik Ruzek, Jason Downer, Amy Lowenstein, Joshua Brown
Topics: Equity, Social-emotional learning


Catching up or falling behind: Measuring middle school achievement trajectories for college readiness
This study presents a framework that uses academic trajectories in the middle grades for identifying students in need of intervention and providing targeted support.
By: Angela Johnson, Megan Kuhfeld, Greg King
Topics: College & career readiness, Middle school, Student growth & accountability policies


The effects of early college opportunities on English Learners
English Learners (ELs) lag behind their peers in postsecondary attainment. New research reports findings from the first three years of an intervention that offers Early College opportunities in high schools serving large EL populations.
By: Angela Johnson, Diana Mercado-Garcia
Topics: English Language Learners, Equity, High school