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Session Type: Symposium
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.
Assessing Survey Satisficing: The Impact of Unmotivated Questionnaire Respondents on Data Quality - Christine Calderon Vriesema, University of Wisconsin - Eau Claire; Hunter Gehlbach, Johns Hopkins University
Quantifying the Influence of Classrooms on Students' Social and Emotional Learning - Robert H. Meyer, Education Analytics; Libby Pier, Education Analytics; Jordan Mader, Education Analytics; Andrew B Rice, Education Analytics Inc.
Differences in Student Attitudes by English Language Learner Reclassification Status - Monica G Lee, Brown University; James Soland, University of Virginia
Exploring the Relationship Between Changes in Social-Emotional Skills and Achievement - Susana Claro, Pontificia Universidad Católica de Chile; Klint Kanopka, Stanford University; Martin West, Harvard Graduate School of Education; Susanna Loeb, Brown University; Hans Fricke, Stanford University