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Should Non-cognitive Skills Be Included in School Accountability Systems? Preliminary Evidence from California’s CORE districts (2016) West, M.R. (2016). Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California’s CORE districts. Brookings Economic Studies: Evidence Speaks Reports, 1(13), March 17, 2016. Retrieved from http://www.brookings.edu/~/media/research/files/blogs/2016/03/evidencespeakswest031716.pdf. This article from the Brookings Institution reviews recent findings from an extensive analysis of data from the California CORE districts related to nonacademic skills. In the 2014-15 school year, CORE conducted a field test of measures of four social-emotional skills involving more than 450,000 students in grades 3-12. The data indicate that the scales used to measure student skills demonstrate strong reliability and are positively correlated with key indicators of academic performance and […]

Establishing Systemic Social and Emotional Learning Approaches in Schools: A Framework for Schoolwide Implementation (2016) Oberle, E., Domitrovich, E. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education. Published online Feb. 2, 2016. DOI: 10.1080/0305764X.2015.1125450. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/0305764X.2015.1125450 This article reviews the current state of SEL research and practice, focusing on the need for a model of SEL that goes beyond the classroom to include a systemic approach to implementing SEL schoolwide. The article argues that schoolwide SEL maximizes the benefits of SEL programming by becoming the organizing framework for fostering students’ potential as scholars, community members, and citizens. The article also […]

The Illinois Social and Emotional Learning (SEL) Standards: Leading the Way for School and Student Success (2009) O’Brien, M.U. & Resnik, H. (2009). The Illinois social and emotional learning (SEL) standards: Leading the way for school and student success. Building leadership: Illinois Principals Association bulletin, 16 (7), 1-5. The Illinois Social and Emotional Learning Standards for grades K-12 were the first comprehensive standards for SEL in the U.S. This article describes how the standards were developed and why they are important to students’ school and life success. It describes the Illinois standards and provides guidelines for effective implementation of the standards and of SEL generally.

Educators’ Social and Emotional Skills Vital to Learning (2013) Jones, S. M., Bouffard, S. M., & Weissboard, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65. This article focuses on social and emotional learning in teachers. It describes promising interventions for promoting teacher competencies and strategies educators can use to help their students master social and emotional skills, attitudes, and behaviors. Tags: Pedagogy and Teaching Practices, Teachers, Academic Integration, Programs, Implementation

Academic Learning + Social-Emotional Learning = National Priority (2013) Weissberg, R. P. & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2): 8-13. This article by CASEL’s Roger Weissberg and Jason Cascarino appeared in the October 2013 issue of Phi Delta Kappan. The theme of the issue was social and emotional learning.