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The CORE districts have been measuring SEL via self-report student surveys since 2015. Any district, state, or school looking to use these surveys can now build from what we have learned in the CORE districts. In this paper we provide benchmarking data, including means and standard deviations by construct, grade level and subgroup, and examples of how to use these data in practice. The data come from nearly half a million students across the 8 CORE districts, in grades 4 through 12, who took the survey in the 2015-16 school year. While not a true national sample, the CORE benchmarking sample...
A Pragmatic Approach to Validity and Reliability
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Summary
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...
Evidence from the CORE Districts
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Mounting evidence demonstrates that social-emotional skills are important for students’ academic and life success, yet there is limited evidence on how these skills develop over time and how this development varies across student subgroups. This study uses 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. The results are based on self-report student surveys...
Practices and Supports Employed in CORE Districts and Schools
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Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. Our study looks closely at ten “outlier schools” in California’s CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. The brief and infographic—based on a longer technical report—describe the surprising breadth and variety of social-emotional learning practices found in these outlier schools, as well as commonalities in their approaches and implementation challenges that some are...
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This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. We also show how the SEL and CC measures can be used to identify areas of...