Socio-Emotional Learning and Cyber Schooling

• In Event: Saturday Roundtable Session 9:45 am
  In Roundtable Session: Student Experiences and Family Preferences in Schools of Choice (Table 10)

Abstract

Research (e.g., Greenberg et al., 2003) has long established the importance of socio-emotional learning (SEL) in physical schools. In this exploratory paper we use students (n=1,855) from a national cyber charter school network to examine whether items in the CASEL SEL assessment inter-correlate, and whether SEL has statistical relationships with club membership, synchronous class attendance, and later academic outcomes. Further, we test if such relationships are conditioned by intersectional characteristics. Initial cross-sectional analyses indicate that SEL items correlate with each other, but not with school club membership or synchronous class attendance. T2 and T3 data will soon be obtained and will enable time series analyses.

Authors

• Dennis E. Beck, University of Arkansas at Fayetteville

• Martha Bradley-Dorsey, University of Arkansas at Fayetteville

• Robert A. Maranto, University of Arkansas