Exploring Relationship Between Social-Emotional Factors and College Readiness Evidenced by A-G Completion and GPA

• In Event: Assessment, Achievement, Accountability, and Outcomes

Abstract

The current study attempts to investigate relationship between social-emotional skills and college readiness as evidenced by the A-G completion and GPA for acceptance to higher education in the state of California. CORE Collaborative’s 2017 Social-Emotional Skills Survey results, A-G completion status and GPA of more than 2591 students from an urban school district in Southern California are analyzed. Findings from multiple regression and logistic regression suggest that the social-emotional constructs of self-management, growth mindset, self-efficacy and social-awareness positively predict GPA and A-G completion while controlling gender, ethnicity and social-economic status. Overall social-emotional scores predict stronger GPA and A-G completion than an individual social-emotional construct. Socio-economic status emerges as a significant covariate associated with GPA and A-G completion.

Authors

• Sudha Venkatesan, San Bernardino City Unified School District

• Ying Hong Jiang, Azusa Pacific University