Can Accountability System Improve Student Social and Emotional Learning? An Organizational Study Based on the OECD Survey on Social and Emotional Skills

• In Event: Equity and Effectiveness: Evaluation of Policies and Programs

Abstract

Performance-based accountability policy was introduced to the field of education during the past two decades. Volumes of studies showed that students performed better in maths and reading if their schools were held accountable for student achievement. However, what will happen if we hold schools and teachers accountable for student performance in non-cognitive areas such as Social and Emotional Learning (SEL)? As opposed to what has been expected, based on international survey results of Suzhou, China, we found that the level of accountability is not statistically associated with most SEL areas. Even worse, accountability is negatively associated with student performance in emotional control. The findings of the study will have important implications for policymakers, organization researchers, and educational practitioners.

Authors

• Xingyuan Gao, East China Normal University

• Jiangang Xia, University of Nebraska - Lincoln

• Jianping Shen, Western Michigan University