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IES issued a report on the future of education research at the National Centers for Education Research and Special Education Research. The report identifies issues, details new methods and research investments needed in the future. PACE produced a paper to synthesize existing evidence in the field and frame recommendations. Public input and outside experts were also consulted.
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This report examines the stability of school effects on social-emotional learning (SEL) over two years in California's CORE districts. The correlations among school effects in the same grades across different years are positive but lower than those for math and ELA. While these effects measure real contributions to SEL, their low stability draws into question whether including them in school performance frameworks and systems would be beneficial.