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Causes and Consequences of Student Self-Reported Social-Emotional Learning: Lessons From the CORE Districts

Fri, April 17, 4:05 to 5:35pm, Virtual Room

Session Type: Symposium

Abstract

This symposium brings together a diverse set of studies to understand how to measure students’ social-emotional learning (SEL), what influences students’ SEL, and how SEL predicts other dimensions of student academic development. Using data from nearly 500,000 students from the CORE districts in California, the researchers in this symposium: 1) assess how student satisficing influences self-reported SEL data; 2) explore whether we can attribute student growth in SEL to individual classrooms; 3) examine how English Language Learner reclassification affects students’ SEL; and 4) explore whether changes in SEL from one year to the next predict changes in other academic outcomes.

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