Academic learning + social-emotional learning = national priority
High-quality schools not only ensure that all students are academically proficient in all subject matters, but also foster students’ reflection, social skills, perseverance, and positive mindsets. These latter skills and knowledge are developed through social and emotional learning (SEL).
Transforming Students’ Lives with Social and Emotional Learning
Social and emotional learning (SEL) is the process of integrating thinking, feeling, and behaving in order to become aware of the self and of others, make responsible decisions, and manage one’s own behaviors and those of others. This resource describes the objectives and theoretical underpinnings...
Fostering and Measuring Skills: Improving Cognitive and Non-Cognitive Skills to Promote Lifetime Success
This paper reviews the current literature on measuring and fostering non-cognitive skills. Non-cognitive skills in this paper refer to personal attributes not thought to be measured by IQ or achievement tests (p.13). The term can be used interchangeably with social and emotional learning.
Making whole-child education the norm
This policy brief describes research and policy initiatives that can make social and emotional skills a focal point in children’s education. The authors review the literature on how social and emotional skills develop, and how they are important drivers of cognitive skills, school, and life...
Teaching Social Skills to Improve Grades and Lives
A growing body of evidence has shown that social and emotional strengths in children and adults lead to school and life success. This article from the New York Times summarizes some of the key studies that support this claim, and argues that schools and teachers need to promote social and emotional...
The Interim Test Effect: Testing Prior Material Can Facilitate the Learning of New Material
This article reports on five experiments that were conducted to examine the effect on interim testing of prior textual material on learning of subsequent textual learning, which the authors term an interim-test effect. Participants were prompted to recall each section of an expository text before...
Charting Success: Data Use and Student Achievement in Urban Schools
The study examines the relationship between interim data-use practices at the school and classroom levels and student achievement. The study draws on teacher and principal survey data with more than 1,500 teachers and 150 school principals and student achievement data from over 60,000 students...
A Multi-State District-Level Cluster randomized Trial of the Impact of Data-Driven Reform on Reading and Mathematics Achievement
The study analyzed mathematics and reading achievement outcomes from a district-level random assignment study fielded in over 500 schools within 59 school districts and seven states. The treatment was a data driven reform initiative implemented by Johns Hopkins Center for Data-Driven Reform in...