Educators increasingly recognize that social-emotional learning (SEL) skills, like self-efficacy and a growth mindset, play a vital role in student growth and success—both in school and beyond. Our researchers are working to understand how academic growth, SEL, school climate, and important long-term outcomes are related, how SEL changes over time, and how to better measure these nonacademic competencies.
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
Estimating student growth on psychological and social-emotional constructs: A comparison of multiple scoring approaches
Through a series of simulation and empirical studies, we produce scores in a single-cohort repeated measure design using sum scores as well as multiple IRT approaches and compare the recovery of growth estimates from longitudinal growth models using each set of scores.
Do response styles affect estimates of growth on social-emotional constructs? Evidence from four years of longitudinal survey scores
In this study, we conducted empirical and simulation analyses in which we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different scores in growth models and compared results.
Identifying students who are off-track academically in 9th 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?
In this interview, James Soland discusses his research exploring the connection between social-emotional learning and growth in achievement for English language learner students.
By: James Soland
Social-emotional learning (SEL) competencies like self-efficacy and conscientiousness can be predictive of long-term academic achievement. But they can also be difficult to measure. In a new study led by NWEA’s James Soland, researchers investigated whether assessment metadata – the way students approach tests and surveys – can provide useful SEL data to schools and educators. Soland joins CPRE research specialist Tesla DuBois to discuss his findings, their implications, and the promise and limitations of student metadata in general.
Consortium for Policy Research in Education Knowledge Hub podcast
Mentions: James Soland