Self-Management Skills and Student Achievement Gains: Evidence from California's CORE Districts. Working Paper

Autor/inn/en	Claro, Susana; Loeb, Susanna
Institution	Stanford University, Policy Analysis for California Education (PACE)
Titel	Self-Management Skills and Student Achievement Gains: Evidence from California's CORE Districts. Working Paper
Quelle	(2019), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Self Management; Predictor Variables; Longitudinal Studies; Grade 5; Grade 4; Grade 6; Grade 7; Academic Achievement; Achievement Gains; English; Language Arts; School Districts; Partnerships in Education; Standardized Tests; Scores; Elementary School Students; Middle School Students; Social Development; Emotional Development; Metacognition; Student Surveys; Student Attitudes; Interpersonal Competence; Correlation; Race; Ethnicity; Student Characteristics; Mathematics Achievement; California + Suchen Sie Ihr Suchwort? Selbstmanagement; Prädiktor; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 05; 5. Schuljahr; Schuljahr 05; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schulleistung; Achievement gain; Leistungssteigerung; English language; Englisch; Sprachkultur; School district; Schulbezirk; Hochschulpartnerschaft; Standadised tests; Standardisierter Test; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Soziale Entwicklung; Gefühlsbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerbefragung; Schülerverhalten; Interpersonale Kompetenz; Korrelation; Rasse; Abstammung; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Kalifornien
Abstract	Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student groups, and confirms, at a large scale, the predictive power of self-management for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Self-management is a better predictor of student learning than are other measures of socio-emotional skills. Average growth in English language arts due to changing from a low to a high level of self-management is between 0.091 and 0.112 standard deviations, equivalent to almost 80 days of learning. (As Provided).
Anmerkungen	Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01