This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts, we show that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. We also show how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups.
[For more of this story, written by Heath Hough, Demetra Kalogrides, and Susanna Loeb, go to http://www.edpolicyinca.org/pu...ons/using-sel-and-cc]
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