Description
- Abstract:
- Recent attempts to measure schools’ influence on students' SEL show differences across schools, but whether these differences measure the true effect of schools is unclear. We examine the stability of school-by-grade effects on students' SEL across two years using a large-scale survey. Correlations among effects in the same grades across different years are positive but lower than those for math and English. Schools in the top or bottom of the effect distribution have more persistent impacts across years than those in the middle. Overall, the results suggest that these school effects measure real contributions to students' SEL. However, their low stability draws into question whether including school value-added measures of self-reported SEL in school performance systems would be beneficial.
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- Use and Reproduction
- In Copyright
Citation
Hans Fricke, Susanna Loeb, Robert Meyer, et al.,
"Stability of School Contributions to Student Social-Emotional Learning Gains"
(2019).
EdWorkingPapers.com Archive.
Brown Digital Repository. Brown University Library.
https://repository.library.brown.edu/studio/item/bdr:956580/
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EdWorkingPapers.com Archive
The Annenberg Institute at Brown University has developed this national working paper series to provide public access to high-quality papers from multiple disciplines on a wide variety of topics related to education. EdWorkingPapers focuses particularly on research with strong implications …...