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SOCIAL EMOTIONAL LEARNING A Foundation for Student Success

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THE STATE OF SOCIAL- EMOTIONAL LEARNING: RESEARCH, POLICY, & PRACTICE Chris Gabrieli & Sara Bartolino Krachman

Equipping students with the mindsets, essential skills, and habits they need to succeed

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Transforming Education Supports School Systems in Assessing and Developing Social-Emotional Skills

Education Policy

& Practice

Psychology & Education

Research

Transforming Education Marshals this Expertise to Advance:

1.  Policy 2.  Practice 3.  Shared learning

With a national network of

leading scientists,

partner in new research and foster shared

learning

Strategic advisor to education systems

serving more than 1 million

students

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TransformEd’s National Advisory Board Members

Jonas Bertling ETS

John Gabrieli MIT

Paul Reville Harvard University

Clancy Blair New York University

Hunter Gehlbach UC Santa Barbara

Greg Walton Stanford University

Marc Brackett Yale University

Paul Goren Evanston/Skokie (Ill.) School District

Martin West Harvard University

Angela Duckworth University of Pennsylvania

Damon Jones Penn State University

Roger Weissberg CASEL

Carol Dweck Stanford University

Matthew Kraft Brown University

Daniel Willingham University of Virginia

Camille Farrington University of Chicago

Rick Miller CORE Districts

David Yeager University of Texas at Austin

Terrie Moffitt Duke University

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We Believe that Social-Emotional (SE) Skills and Academic Skills are Complementary

Core Academic

Skills

Social-Emotional Skills

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There are Many Different Terms and Frameworks for SE Skills

Source: Tower of Babel by Pieter Bruegel the Elder (1563)

Learning Mindsets

Emotional Intelligence

21st Century Skills

Non-Cognitive Skills

Soft Skills

Student Agency

Character

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SE Skills Need to be Incorporated into Education Policy

1.  The research is compelling.

2.  Schools already invest significantly.

3.  Responsible policy starts with measures.

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The Research is Compelling: SE Skills Impact Academics, Career, and Well-Being

Academics:

Career:

Well-Being:

1.  Non-cognitive skills predict high school and college completion. 2.  Students with strong non-cognitive skills have greater academic achievement within K-12 schooling and college. 3. Fostering non-cognitive skills as early as pre-school has both immediate and long-term impact.

1.  Employers value non-cognitive skills and seek employees who have them. 2.  Higher non-cognitive skills predict a greater likelihood of being employed. 3.  Stronger non-cognitive skills in childhood predict higher adult earnings and greater financial stability.

1.  Adults with stronger non-cognitive skills are less likely to commit a crime and be incarcerated. 2.  Strong non-cognitive skills decrease the likelihood of being a single or unplanned teenage parent. 3.  The positive health effects associated with stronger non-cognitive skills include reduced mortality and lower

rates of obesity, smoking, substance abuse, and mental health disorders.

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Psychology

Research from Multiple Academic Disciplines Shows the Importance of SE Skills

Economics

Includes Pivotal Gold Standard, Longitudinal Studies and Randomized Control Trials

Public Health/ Medicine

Workforce Development

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Social-Emotional Skills in Childhood Have Important Impacts Across the Life Span

Source: Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houtes, R., Poulton, R., Roberts, B., Ross, S., Sears, M.,Thomson, W.M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

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Dunedin - Self-control in Childhood Predicts Lifelong Outcomes, Including Health, Income, and Well-Being

Source: Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., Houtes, R., Poulton, R., Roberts, B., Ross, S., Sears, M., Thomson, W.M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.

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Heckman NLSY - Students’ Social-Emotional Skills are Important Predictors of Educational Attainment, Employment, and Wages

Decile of “Cognitive” Factors

Decile of “Non-Cognitive” Factors

Probability of Being a 4-Year College Graduate by Age 30 by Decile of Cognitive and Non-cognitive Factors (males);

National Longitudinal Survey of Youth, 1979

Prob

abili

ty

Note: Non-cognitive factors are measured by the Rotter Locus of Control scale and the Rosenberg Self-Esteem Scale Source: Heckman, Stixrud, Urzua, S. (2006). “The effects of cognitive and noncognitive abilities on labor market outcomes and social behavior.” Journal of Labor Economics 24(3), 411-482.

A male student’s non-cognitive skills were

as important as his cognitive skills in

predicting whether he would earn a

bachelor’s degree. Heckman et al. 2006

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Perry Preschool—Early l Development Opportunities Predict Academic Outcomes, Earnings, and Criminal Involvement

Source: Schweinhart, L., Montie, J., Xiang, Z., Barnett W.S., Belfield, C., & Nores, M. The High/Scope Perry Preschool study through age 40: Summary, conclusions, and frequently asked questions. Retrieved from http://www.highscope.org.

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The Impact of SE Competencies on Key Outcomes Can be Striking

Academic Success: Grades, High School and College Graduation

•  Social Competence: Greater social competence in kindergarten linked to higher rates of high school graduation (1.5 odds ratio) and college graduation (2.0 odds ratio) (Jones)

Career Success: Income and Employment

•  Self-Control: High self-control = 4X likelihood of earning $2000 per month (Perry)

Life Outcomes: Crime, Obesity, and Substance Abuse

•  Self-Control: Low self-control = 43% vs. 13% criminal conviction (Dunedin)

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SE Skills Need to be Incorporated into Education Policy

1.  The research is compelling.

2.  Schools already invest significantly.

3.  Responsible policy starts with measures.

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Teachers Believe SE Skills are Important and Teachable

Sources: Civic Enterprises, Bridgeland, J., Bruce, M., & Hariharan, (2013). The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. Collaborative for Academic, Social, and Emotional Learning. Chicago: Author.; Scholastic/Bill & Melinda Gates Foundation Survey, Available at: http://www.scholastic.com/primarysources/teachers-on-teaching.htm

%

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Estimated Annual Spend on SEL Products and Resources is $640M in US K-12 Schools

0

100

200

300

$350M

ClassroomSpecific(Teacher)

~$200M

SchoolSpecific(Principal)

~$160M

DistrictSpecific(DistrictLeader)

~$280M

Low EstimateHigh Estimate

$280M

$160M

$200M

Total Spending on SEL Products

Source: Transforming Education surveys of teachers, principals, and school leaders (work-in-progress: not for general distribution).

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SEL Programs are Reaching Millions of Students and Teachers

SEL Program Self-Reported Market Penetration

Over 800,000 students

Used by approximately 25,000 schools in U.S./Canada

More than 65,000 teachers trained since 1995

Class Dojo

Used in 1 in 2 U.S. schools (at least one classroom in the school) Over 35 million students, teachers, and parents

Source: Company websites

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SE Skills Need to be Incorporated into Education Policy

1.  The research is compelling.

2.  Schools already invest significantly.

3.  Responsible policy starts with measures.

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Current situation

Huge Amount of Direct Program

Spending

Average Teacher Spends >4 hours

per week

Teachers Know These Skills

Matter

Significant Research Base

Responsible Policy is Needed to Move the Field Forward

Start with Measures Policy?

Current Situation

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There is a Growing National and International Trend Toward SE Skill Measurement

http://www.edweek.org/ew/articles/2015/06/03/nations-report-card-to-gather-data-on.html; http://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf; https://cdn.americanprogress.org/wp-content/uploads/2015/01/AFT-CAP-Shared-Principles-on-ESEA.pdf (emphasis added).

“…. basing federal accountability on a robust system of multiple

measures…includ[ing]… measures of

social and emotional learning.”

PISA 2015

2017

AFT-CAP Joint Statement of Principles on

ESEA Reauthorization

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CORE Districts are the First in the Country to Measure SE Skills at Scale

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CORE Districts Measure School Quality as a Function of Academic, Social-Emotional, and Climate/Culture Factors

Social-Emotional & Culture-Climate 40%

Social Emotional Skills (survey-based)

Suspension/Expulsion Rate

Absentee Rate

School Culture-Climate (survey-based)

Special Ed Identification (information only)

ELL Re-designation Rate

High

Middle

Elem.

Academics 60%

Performance Growth Grad Rate

Performance Growth

Performance Growth

Persistence Rate

All

Scho

ol L

evel

s Using state assessments in ELA, Math,

Science & Social Science (where feasible)

CORE School Quality Improvement Index

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CORE’s Approach to SE Skills Extends Beyond Measurement to Incorporate Educator Engagement and Student Supports

Goal: Better Academic and Life Outcomes for Students

Pillar 1: Common Measures

Develop a common set of valid, reliable SE measures that

can be used across multiple districts

Pillar 2: Educator Engagement

Engage educators

in understanding the importance of SE competencies and

making use of SE data

Pillar 3: Student Supports

Adopt and scale evidence-based

approaches to help students develop SE competencies

Foundation: CORE’s School Quality Improvement System

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CORE Has Field Tested Their Common Measures of SE Skills With Half a Million Students Across 6 Districts

2013-14 2014-15 2015-16

PILOT

~9,000 students and 1,000 teachers piloted CORE-wide common SE measures and

engagement strategy

Field Test

~500,000 students and 3,000 teachers participated in a large-

scale, no stakes field test of common SE measures

Full Implementation

All 1,500 CORE schools will administer common SE measures

as part of the School Quality Improvement Index (SQII)

CORE Implementation of Common Social-Emotional Measures

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0.21 0.24

0.23

-0.02 -0.03

0.31 0.30 0.30

-0.06 -0.07

0.32

0.28

0.32

-0.09 -0.07

0.20

0.14

0.20

-0.07 -0.05

-0.15

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

Cumulative GPA

Math Test Scores

ELA Test Scores

Days Suspended

Total Absences

Growth Mindset

Self-Efficacy

Self-Management

Social Awareness

Student Self-Reports Were Significantly Predictive of Students’ Academic and Behavioral Outcomes

Note: All of the above correlations were statistically significant at the .001 level, with the exception of the correlation between growth mindset and suspensions, which was significant at the .01 level.!

Correlation of Student Self-Reports with Academic and Behavioral Outcomes!

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TransformEd & CORE Are Committed to Making Our Findings & Resources Public

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Sara Bartolino Krachman | Executive Director Email: Sara@transformingeducation.org

Contact Information

@Transforming_Ed /TransformingEd |

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STUDYING SOCIAL EMOTIONAL LEARNING IN BOSTON Martin West Harvard Graduate School of Education martin_west@gse.harvard.edu @profmartywest

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The Boston Charter Research Collaborative seeks to improve outcomes for students in school, college, career, and life.

POLICY FORUM Boston Charter Research Collaborative

POLICY FORUM Intervention studies underway 1.  Transition Success: Can a short computer-based

intervention for graduating 12th graders designed to foster a growth mindset, sense of belonging, and self-efficacy improve college success?

2.  Family Attention and Cognition Training (FACT): Can a 9-week training program for parents and pre-K/K students improve executive functioning and academic success?

3.  Mindfulness Training: Can a school-based mindfulness training program for 6th-graders improve mental focus and academic success?

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Our prior work shows evidence of promise…

POLICY FORUM Evidence of promise…

POLICY FORUM …but also a paradox

POLICY FORUM Meet Devon

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Creating Effective Local Social-Emotional Learning (SEL) Policies

• Prioritize: SEL requires leadership. •  All learning is social and emotional. Effective reform strategies do

not require choosing between academics, SEL and other priorities.

• Operationalize: “Ingredients” matter. •  Funding, human capital, and sustainable capacity need to all be

considered.

•  Integrate: SEL creates broad-based solutions. •  Alignment with other strategies in a district increases effectiveness.

• Measure and Evaluate: •  Determine which skills matter, and develop ways to measure them.

POLICY FORUM Panel Discussion • Panelists:

•  Colleen Lennon, Emily G. Wetherbee School, Lawrence Public Schools •  Meg Mayo-Brown, Fall River Public Schools •  Harriet Tolpin, Partners Healthcare •  Joan Wasser Gish, Boston College Lynch School of Education

• Facilitator: •  Chad d’Entremont, Rennie Center for Education Research & Policy

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POLICY FORUM Remarks from Commissioner Chester

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SOCIAL EMOTIONAL LEARNING A Foundation for Student Success

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THANK YOU!

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@MassINC @therenniecenter @Transforming_Ed