Social-Emotional, Academic, and Predictive Indicator Outcomes Using City Year Data: Collaboration Serving the Common Good

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Improving Instructional Systems and Practices

Abstract

A data set of 38,000 students and collaboration between the Everyone Graduates Center at Johns Hopkins and organizational stakeholders at City Year, a national education non-profit, build on the growing body of research regarding the relationship between student social-emotional development and their academic progress. The researchers explored whether social-emotional skills are related to academic outcomes and predictive indicators across grades 3-9, and whether there is any evidence that purposely building social-emotional skills can positively impact student social–emotional and academic progress, even when the schools are chronically under-resourced and geographically dispersed and the interventions are delivered by City Year volunteer AmeriCorps members.

Authors

• Sheryl Boris-Schacter, City Year

• Robert W. Balfanz, Johns Hopkins University

• Vaughn Byrnes, Johns Hopkins University