School Differences in Social-Emotional Learning Gains: Findings from the First Large-Scale Panel Survey of Students

Autor/inn/en	Loeb, Susanna; Christian, Michael S.; Hough, Heather; Meyer, Robert H.; Rice, Andrew B.; West, Martin R.
Titel	School Differences in Social-Emotional Learning Gains: Findings from the First Large-Scale Panel Survey of Students
Quelle	In: Journal of Educational and Behavioral Statistics, 44 (2019) 5, S.507-542 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-9986
DOI	10.3102/1076998619845162
Schlagwörter	Social Development; Emotional Development; Student Surveys; Institutional Characteristics; Value Added Models; Cognitive Structures; Self Efficacy; Self Management; Interpersonal Competence; Goodness of Fit; Differences; Academic Achievement; Elementary School Students; Middle School Students; Elementary Schools; Middle Schools; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Schülerbefragung; Cognitive structure; Kognitive Struktur; Self-efficacy; Selbstwirksamkeit; Selbstmanagement; Interpersonale Kompetenz; Unterscheiden; Schulleistung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elementary school; Grundschule; Volksschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kalifornien
Abstract	Measures of school-level growth in student outcomes are common tools for assessing the impacts of schools. The vast majority of these measures use standardized tests as the outcome of interest, even though emerging evidence demonstrates the importance of social-emotional learning (SEL). In this article, we present results from using the first large-scale panel surveys of students on SEL to produce school-level value-added measures by grade for growth mind-set, self-efficacy, self-management, and social awareness. We found substantive differences across schools in SEL growth, with magnitudes of differences similar to those for growth in academic achievement. In contrast, we found that the goodness of fit of the value-added model was considerably lower when the outcome variables were measures of SEL constructs rather than of academic achievement. In addition, the across-school variance in the average level of the SEL measures was proportionally much smaller than that for academic measures. These findings recommend caution in interpreting measures as the causal impacts of schools on SEL, though they also do not rule out important school effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01