Measuring Social-Emotional Skills for Students
The CORE Districts are part of the national dialogue on including social emotional skills (SEL) in multiple measure approaches to school quality. 2016-17 data from CORE Districts about SEL is very revealing. Many educators, researchers and education policy makers have come to believe that positive social and emotional skills are critical to student success.
The CORE Districts are the first in the nation to include the measurement of social and emotional factors in a system of school improvement and accountability – our School Quality Improvement Index. We have done so because we believe they offer schools and educators more and better information that furthers understanding of students and what they need to learn and succeed. This information can be used to inform and shape strategies to help students succeed in school and prepare them for success in college, careers and life.
Beyond narrow measures of academic achievement, measurement of social and emotional well-being offers schools another way to assess their efforts to help students. For assistance with this groundbreaking work, the CORE Districts turned to experts from Transforming Education, a nonprofit specializing in helping schools assess and develop students’ social-emotional skills.
In September 2016 Transforming Education published “Expanding the Definition of Student Success: A Case Study of the CORE Districts”—a case study of how social-emotional competencies were prioritized and assessed. The case study concludes with lessons learned about the CORE Districts’ innovative system that can inform other next-generation assessment and continuous improvement efforts, including those catalyzed by the Every Student Succeeds Act (ESSA).
CLICK HERE for more information about how SEL is being measured and what the data shows.
CLICK HERE for an explanation of the four SEL competencies, growth mindset, self-efficacy, self-management, and social awareness, and how they are measured in the CORE Districts.