Students don’t learn only during the school year, and academic growth trajectories can change as students move from kindergarten through high school. Academic growth patterns across time—both in school and during the summer—can differ for various groups of students, and those patterns can influence academic achievement gaps. Our research advances understanding of seasonal learning patterns, summer loss, and school and non-school contributions to student growth.
Do students’ social-emotional learning (SEL) skills in middle school predict being off-track to graduate high school?
Is social-emotional learning (SEL) a set of discrete skills or a broader competency? New research provides insights.
By: Megan Kuhfeld
Social-emotional learning competencies are important for student success, but are they stable over time? This study explores this question and the implications for teachers and schools.
What can we glean about students’ social-emotional learning from how long they spend on math test questions? New research shows promise and limitations of using response time metadata to measure SEL.
By: James Soland
In this study, repeated measures of math achievement and self-efficacy are used to fit a variety of latent curve models that jointly estimate growth in both constructs.
By: James Soland
Social-emotional learning (SEL) is gaining prominence in education practice and policy. Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors. The present study examines the stability of academic achievement relative to four SEL domains (growth mindset, self-efficacy, social awareness, and self-management).
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