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The CORE districts studied characteristics, outcomes, and transitions of students with disabilities (SWDs). Specific learning disability was the most common type. Males, African Americans, English learners, and foster youth were overrepresented. Chronic absence was higher for SWDs with multiple disabilities. Most SWDs entered special education in K-4 and exited in grades 8-12. These results help identify who may need targeted support.
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This study explores ten "outlier schools" in California's CORE districts that have strong social-emotional learning outcomes. The brief and infographic summarize the various practices found in these schools and the common implementation challenges faced. The findings offer lessons that can help other schools and districts implement social-emotional learning at scale.
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The use of social-emotional learning (SEL) and school culture/climate (CC) measures is a promising way to understand school performance. SEL and CC measures are reliable, distinguish between schools, and relate to academic and non-academic measures. They can identify areas for improvement within schools, such as subgroup gaps. Incorporating these measures into higher stakes accountability systems requires further research.