Student Social-Emotional Learning Outcomes, Attendance, and Standardized Test Scores: A Comparative Analysis

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Out-of-School Factors Influencing Emotion Regulation, Achievement, and SEL Skills (Table 11)

Abstract

The study examined academic and attendance data for students in a large urban school district and compared these data to student self-reported survey responses on social-emotional learning (SEL) constructs. An analysis of the data found that students who reported stronger SEL skills had higher rates of attendance and stronger outcomes on standardized tests. Researchers disaggregated these data for students of color and found that the results were the same. These results suggest that building student strength in SEL could have a positive impact on attendance and standardized test scores.

Authors

• Susan Ward Roncalli, Los Angeles Unified School District

• Delia Estrada, Los Angeles Unified School District

• Marco A. Nava, Los Angeles Unified School District

• Jesus Renteria, Los Angeles Unified School District

• Octavio Augusto Pescador, Los Angeles Unified School District