- Browse
Search
Program Calendar
Browse By Day
Browse By Time
Browse By Person
Browse By Room
Browse By Unit
Browse By Session Type
- Information Menu
Search Tips
Annual Meeting Housing and Travel
- Navigation and Settings Menu
Personal Schedule
Sign In
- Social Media Menu
Facebook
X (Twitter)
Improving Social-Emotional Skills at Scale: Measurement and Innovation in the CORE Districts
Fri, April 13, 12:00 to 1:30pm, Crown Plaza Times Square, Floor: Fifth Floor, Room 509/510Session Type: Symposium
Abstract
In this symposium, we bring together a diverse set of papers from researchers across institutions and specializations, utilizing both quantitative and qualitative methodology to better understand how surveys of social-emotional learning (SEL) and school culture/climate (CC) can be used to drive educational improvement. Using data on over 500,000 students from the CORE districts in California, the researchers in this symposium: 1) discuss how to approach the scoring of SEL measures; 2) present on variation across schools in the level and growth of SEL; 3) share findings from a qualitative study of practices in middle schools with consistently high SEL scores; and 4) discuss the effect of school climate on students’ development of social-emotional competencies.
Sub Unit
Chair
Papers
Measuring Students' Social-Emotional Learning Among California's CORE Districts: An Item Response Theory Modeling Approach - Robert H. Meyer, Education Analytics; Andrew Rice, University of Wisconsin - Madison; Caroline Wang
Measuring School Effects on Social-Emotional Learning: Evidence From the First Large-Scale Panel Survey of Students - Susanna Loeb, Stanford University; Heather J. Hough, Stanford University; Robert H. Meyer, Education Analytics; Andrew Rice, University of Wisconsin - Madison; Martin West, Harvard Graduate School of Education; Michael Christian, Education Analytics
Social Emotional Learning Programs in Middle School: A Multidistrict Analysis of Implementation, Education, and Interpretation - Michelle Hall, University of Southern California; Julie A. Marsh, University of Southern California; Heather J. Hough, Stanford University; Taylor N. Allbright, University of Southern California; Susan McKibben, University of Southern California
The Effect of School Climate on Students' Social-Emotional Competencies - Matthew A. Kraft, Brown University; Erik Ruzek, University of Virginia; Katerina Schenke, University of California - Los Angeles; Katie H. Buckley, Transforming Education; Chris S. Hulleman, University of Virginia