Linking Social-Emotional Learning to Long-Term Success: Student Survey Responses Show Effects in High School and Beyond

Autor/inn/en	Jackson, C. Kirabo; Porter, Shanette C.; Easton, John Q.; Blanchard, Alyssa; Kiguel, Sebastián
Titel	Linking Social-Emotional Learning to Long-Term Success: Student Survey Responses Show Effects in High School and Beyond
Quelle	In: Education Next, 21 (2021) 1, S.64-71 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Social Emotional Learning; Outcomes of Education; High School Students; School Effectiveness; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schuleffizienz
Abstract	Supporting social-emotional development, such as by fostering experiences of belonging and promoting sharing and productive communication, has long been part of preschool and elementary school programs. Now, high schools increasingly are focused on social-emotional development, too. The most common instruments used to measure social-emotional development are student surveys, in which adolescents report their experiences, behaviors, and attitudes related to school. Can these surveys reveal which high schools best support social-emotional development? And does attending such a school improve students' long-term outcomes? This study examines results from a detailed annual survey about social-emotional development and school climate administered to students in the Chicago Public Schools. Through value-added analysis, the authors identify individual high schools' impacts on 9th-grade students' social-emotional development and test scores. They then trace the effects of attending a school that excels along each of these dimensions on short-term outcomes, such as absenteeism and school-based arrests, as well as on longer-term outcomes, like high-school graduation and college enrollment. The analysis confirms that some schools are better at supporting students' social-emotional development than others. Schools that promote social well-being have larger effects on students' attendance and behavioral infractions, while those that improve work habits have larger effects on academic performance. The authors also calculate each school's value-added to student test scores and then look to see how well these measures predict student success. Compared to test-score value-added, social-emotional value-added is far more predictive of the behaviors that support student success, such as having fewer absences and being on-track to graduate. And it is more predictive of positive longer-run outcomes as well, such as graduating from high school and enrolling in a four-year college. These results show that students' own assessments of their social well-being and work habits provide valuable information about their development. They also show that these surveys can be used alongside traditional indicators like test scores to provide a more complete picture of how schools prepare students for the future. This analysis represents an important early step toward understanding how schools influence the social-emotional development of adolescents, how that can be measured, and how this can be useful for policy. (ERIC).
Anmerkungen	Education Next Institute, Inc. Harvard Kennedy School, Taubman 310, 79 JFK Street, Cambridge, MA 02138; Fax: 617-496–4428; e-mail: Education_Next@hks.harvard.edu; Web site: https://www.educationnext.org/the-journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01