Stability of School Contributions to Student Social-Emotional Learning Gains. Working Paper

Autor/inn/en	Fricke, Hans; Loeb, Susanna; Meyer, Robert; Rice, Andrew; Pier, Libby
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Stability of School Contributions to Student Social-Emotional Learning Gains. Working Paper
Quelle	(2019), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Social Development; Emotional Development; Value Added Models; Measurement Techniques; Instructional Program Divisions; Correlation; Mathematics; Language Arts; Academic Achievement; School Effectiveness; Urban Schools; Self Efficacy; Self Management; Student Characteristics; Racial Differences; Ethnicity; Socioeconomic Status; Students with Disabilities; English Language Learners; Foster Care; Homeless People; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Messtechnik; Korrelation; Mathematik; Sprachkultur; Schulleistung; Schuleffizienz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Rassenunterschied; Ethnizität; Socio-economic status; Sozioökonomischer Status; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pflegehilfe; Homeless person; Homeless persons; Obdachloser; Kalifornien
Abstract	School value-added models are increasingly used to measure schools' contributions to student success. At the same time, policymakers and researchers agree that schools should support students' socialemotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. Recent work shows meaningful differences across schools in changes in SEL scores by grade (Loeb, Christian, Hough, Meyer, Rice, & West, 2019), but whether these differences represent the effects of schools is still unclear. The current paper builds upon this earlier work by examining the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California's CORE districts. We find that correlations among school effects in the same grades across different years are positive, but they are lower than those for math and English Language Arts (ELA). Schools in the top or the bottom of the school effect distribution are more persistent in their impacts across years than those in the middle of the distribution. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01