A growing number of school systems use self-report surveys to track students' social-emotional development as a tool to inform policy and practice. We use the first large-scale panel survey of social-emotional learning (SEL) to simulate how four constructs--growth mindset, self-efficacy, self-management, and social awareness--develop from Grade 4…

Prior work has shown that students' reports of their levels of social-emotional skills predict achievement levels and gains, but we have little evidence on whether within-student changes in student reports of social-emotional skills are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from…

Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels--as well as student achievement gains--but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use…

Mounting evidence demonstrates that social-emotional skills are important for students' academic and life success, yet we have limited evidence on how these skills develop over time and how this development varies across student subgroups. In this study, we use the first large-scale panel survey of social-emotional learning (SEL) to describe how…

The Every Student Succeeds Act (ESSA) devolves many decisions to states about how to design their accountability system and the measures to use in these systems in order to meet new goals of college and career readiness. Because few states presently have adequate measures for the new goals, they will need to develop the measures along with…

Studies have found substantial sorting of teachers across schools, with the schools with the highest proportions of poor, non-white, and low-scoring students having the least qualified teachers as measured by certification, exam performance, and inexperience (Lankford, Loeb and Wyckoff, 2002). Yet, there have been substantial changes in the…

Young children in poor communities are spending more hours in nonparental care because of policy reforms and expansion of early childhood programs. Studies show positive effects of high-quality center-based care on children's cognitive growth. Yet, little is known about the effects of center care typically available in poor communities or the…

Used hierarchical linear modeling to explore the effects of the social context of Chapter 1 prekindergarten classrooms on 4-year-olds' learning. Found that children made smaller gains on the Preschool Inventory over the preschool year in classrooms with higher concentrations of minorities, children with special needs, recent immigrants, and…