New reports on current SEL Initiatives

  • A Comprehensive Scan of Social and Emotional Competency Frameworks

    By Juliette Berg and David Osher, American Institutes for Research There are a multitude of frameworks that identify, define, and describe social and emotional competencies. These competencies provide a critical foundation for healthy mental, emotional, and academic development and enable young people to engage with others and their environments, handle stress, and succeed in life. Many areas of study have produced social and emotional competency frameworks, but some have received more attention than others. What are key characteristics of these frameworks? Can systematically analyzing frameworks identify what competencies are most commonly identified and what competencies, although important for research, practice, and measurement, receive less attention? In the American Institutes for Research’s recent Robert Wood Johnson Foundation funded study, Identifying, Defining, […]

  • What School Leaders Need to Advance SEL

    What School Leaders Need to Advance SEL By Jennifer DePaoli, Civic Enterprises   In a prior blog post, a call was made to elevate practitioner voice in the conversation about SEL assessment, and in our recently released report, Ready to Lead: A National Principal Survey on How Social and Emotional Learning Can Prepare Children and Transform Schools, we aimed to do just that. The report, a follow up to the 2013 teacher survey, The Missing Piece, examines the beliefs of principals, superintendents, and district research and evaluation specialists on social and emotional learning to better understand their views on SEL, the extent to which it is being implemented in schools, what school and district leaders need to advance social and […]

  • Social-emotional learning and competency assessment in East Asia, Part 1

    Patrick Kyllonen, Educational Testing Service A series of blogs about international efforts to measure SEL The so-called Confucian Asian countries, including Singapore, Hong Kong, Korea, and Japan[1] produce the highest achieving students in the world based on their scores on international mathematics, reading, science, and problem solving tests (e.g., TIMSS; PISA 2015; PISA 2012). According to Magdalena Mok and Gerald Wu from the Education University of Hong Kong, this at least partly reflects the “examination-driven and achievement-oriented” learning environments stemming from traditional Confucian philosophy. Economic growth over the past 35 years suggests that Asia’s success is not confined to test scores. What may be surprising to Westerners is the degree to which these examination-driven countries have embraced social-emotional learning (SEL) […]

  • The Appropriate Roles of Assessment in Social and Emotional Learning

    By Paul LeBuffe Research has clearly demonstrated that social and emotional competence is critical to students’ success in school.  In the most widely cited study, Durlak and colleagues reviewed 213 studies and reported that school-based programs that promote students’ social and emotional competence result in an average 11 percentile point gain on academic achievement tests. This and similar research findings have led several states and local school districts to adopt social and emotional learning standards. These standards, in turn, have created interest in assessing social and emotional skills in students, which is reflected in the most recent federal education law, the Every Student Succeeds Act, or ESSA. The new law requires that states develop an accountability system that encompasses both […]

  • APA Awards Programs for Schools that Support Social-Emotional Learning

    APA Awards Programs for Schools that Support Social-Emotional Learning By Patrick Kyllonen The American Psychological Association (APA) sponsors a couple of awards programs that recognize schools that promote social and emotional skills. APA’s Board of Educational Affairs (BEA) sponsors the Golden Psi program  which gives an annual $1000 award to schools “that apply psychological science to promote student academic and social-emotional growth and success.” Awardees are recognized with a trophy, a press release in local media, in the Monitor on Psychology, on APA’s website, and at the Annual APA convention. The deadline is November 1, 2017. (For further information please contact Maha Khalid, The “Top 20” Badges Program awards virtual badges to PreK-12 schools that use evidence-based strategies to […]

  • How Can States Foster SEL under ESSA?

    By Hanna Melnick, Learning Policy Institute It’s an old adage that “what gets measured, matters,” or “what gets reported, gets supported.” Under No Child Left Behind, math and reading tests were what mattered – and as a result, many schools have had a laser focus on the 3Rs, at the expense of social and emotional learning (SEL). What we know about the science of learning and development indicates that this approach is not just wrong-headed, but could actually undermine students’ academic achievement. For students to learn academically, schools must also support their social and emotional development. Luckily, the tide might be turning: A new federal law, the Every Student Succeeds Act (ESSA), requires that states include at least one measure […]

  • From Key Skills to Useful Measures: A Review and Inventory

    Review and Inventory of Measures of “Soft” Skills By Laura Lippman, Senior Technical Advisor, FHI360 and Independent Consultant As the evidence base on the importance of social and emotional skills for fostering multiple positive outcomes grows, international youth development programs increasingly want to focus on developing and measuring those skills (which they tend to refer to as “soft skills” or “life skills,” as those terms are widely used by employers, international youth program funders and implementers, and youth themselves).  But which skills to focus on? And how to measure them? To help these programs focus on the skills that are best bets for fostering success in the workplace, positive sexual and reproductive health outcomes, and reducing violent behavior, USAID funded […]

  • Welcome to our new Measuring SEL website!

    Welcome to the home site of Measuring SEL: Using Data to Inspire Practice, a collaborative effort to address and advance the effective and practical assessment of social and emotional competencies in children and youth from preschool through high school. CASEL has joined with leading researchers, educators, and policymakers from universities…