Identifying students who are off-track academically in ninth grade – the role of social-emotional learning trajectories
Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?View research brief
The purpose of this technical appendix is to share more detailed results and to describe more fully the sample and methods used in the research included in the brief, Learning during COVID-19: An update on student achievement and growth at the start of the 2021-22 school year. We investigated two research questions:
- How does student achievement in fall 2021 compare to pre-pandemic levels (namely fall 2019)?
- How did academic gains between fall 2019 and fall 2021 compare to normative growth expectations?
To what extent has the COVID-19 pandemic affected student achievement and growth in reading and math, and which students have been most affected? Using data from 6 million students in grades 3-8 who took MAP Growth assessments in reading and math, this brief examines how gains across the pandemic (fall 2019 to fall 2021) and student achievement in fall 2021 compare to pre-pandemic trends. This research provides insight to leaders working to support recovery.
The American Rescue Plan provides $122 billion for COVID recovery in schools. With more than 40 state plans approved, how are districts collecting, monitoring, reporting and learning from the unprecedented interventions? What can districts do now to design and implement data collection processes that will shape collective learning? In this webinar, you will hear how district leaders and researchers are approaching this opportunity to alter life outcomes for generations.
By: David Brackett, Jacob Cortez, Dan Goldhaber, Emily Morton
This study examined the stability of social-emotional learning (SEL) skills and the extent to which students’ initial level in SEL skills in 6th grade and growth in SEL skills from 6th to 8th grade are related to students’ successful transition to secondary school. Findings suggest that understanding how a student develops social-emotionally can improve identification of students not on track to succeed in high school.
Using achievement data from fall and spring of grades K-8 for 840,000 students in 8,800 public schools, this study provides novel evidence on how achievement and growth differ between rural and nonrural schools. Rural students start kindergarten slightly ahead of nonrural students but fall behind by middle school. The divergence is driven by larger summer losses for rural students. In both rural and nonrural schools, Black–White achievement gaps widen during the school year.
This study examined family factors associated with school mobility and if either a move during the previous year or cumulative moves across elementary school were related to child functioning. School mobility during elementary school did not appear to be a pervasive risk although the authors were unable to study very high rates of school mobility because of very small sample sizes.
By: Deborah Lowe Vandell, Megan Kuhfeld, Elizabeth Gershoff, Robert Crosnoe
New research examining academic achievement and growth of students in special education and their peers who were never in special education during each school year and summer in grades K-4 shows that students with disabilities grow as much or more academically during the school year than their peers without disabilities during some years, but that steeper summer learning losses for students with disabilities contribute to widening disparities.