Social and Emotional Skill Development in a College Access Program for Low-Income and High-Achieving Public High School Students

• In Event: Marriott Roundtable Session 5
  In Roundtable Session: Creating Access for Low-Income Students

Abstract

Noncognitive skills are increasingly viewed as essential for success in school and beyond, and may be equally or even more important than academic skills. Our study investigates social and emotional learning (SEL) supports and the perceived SEL outcomes of a three-year college access program designed to promote SEL and academic skills, all with the aim of preparing students to apply to and attend selective colleges and universities. Results highlight the importance of an individualized curriculum that is relevant to students’ lives, as well as mentoring and strong relationships. They also indicate that program participants and stakeholders perceived positive impacts of program participation on noncognitive skills including communication, collaboration, time management, and perseverance.

Authors

• Marisol Kevelson, Educational Testing Service

• Catherine M. Millett, ETS

• Zitsi Mirakhur, The Research Alliance for New York City Schools

• Jason R. Klugman, Princeton University

• Daniel Fishstein, Educational Testing Service