New Reports

Hunter Gehlbach, Heather Hough

As educational practitioners and policymakers expand the range of student outcomes they assess, student perception surveys—particularly those targeting social-emotional learning—have grown in popularity. Despite excitement around the potential for measuring a wider array of important student outcomes, concerns about the validity of the inferences that might be drawn from student self-reports persist. One of the most ambitious attempts to incorporate student perception surveys into a larger assessment framework has occurred through CORE—a consortium of school districts in California. Pulling from CORE’s data and their use within these districts, we summarize the evidence for validity and reliability of CORE’s student-report surveys on social-emotional learning through a pragmatic approach.

Martin R. West, Libby Pier, Hans Fricke, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice

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 four SEL constructs—growth-mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity.


Webinar - Advancing Social-Emotional Learning Measurement and Practice: Lessons from the CORE Districts
PDF icon Download presentation

California State Legislature Resolution Recognizing Dr. Loeb

Congratulations to Dr. Susanna Loeb! A joint resolution of the California State Legislature is passed recognizing Dr. Loeb for 20 years of contributing to California Education. The resolution is signed by Senator Ben Allen, of the 26th Senatorial District, and Assembly member Patrick O’Donnell, of the 70th Assembly District.

Michael Kirst, Founder of Policy Analysis of California Education (PACE), Heather Hough, Acting Executive Director of PACE, Susanna Loeb, Director of PACE and Barnett Family Professor of Education at Stanford University, David Plank, Former Executive Director of PACE

Policy Analysis for California Education

Policy Analysis for California Education (PACE) is an independent, non-partisan research center based at Stanford University, the University of Southern California, and the University of California – Davis. PACE seeks to define and sustain a long-term strategy for comprehensive policy reform and continuous improvement in performance at all levels of California’s education system, from early childhood to postsecondary education and training. PACE bridges the gap between research and policy, working with scholars from California’s leading universities and with state and local policymakers to increase the impact of academic research on educational policy in California.

Read more


  • 1 of 376

PACE thanks these funders and sponsors for their financial support

PACE Sponsors

PACE Funders