Students’ reports of whether they have developed a growth mindset continue to climb steadily throughout their K-12 years, but their assessments of their social awareness skills and feelings of self-efficacy drop sharply beginning in middle school, according to a recent analysis of the results of a social-emotional learning (SEL) survey that the California Office for Reform Education (CORE) administered to its more than 1 million students attending eight urban school systems. The brief, from Policy Analysis for California Education (PACE), a think tank, also shows that girls generally report higher self-management and social awareness skills than boys, and that students from low-income families have lower assessments of their SEL skills than more advantaged students—but the gaps narrow during the high school years.