This newsletter is curated by the American Institutes for Research and CASEL for the MeasuringSEL Collaborator Network and aims to keep you engaged with news, research, and resources relevant to measurement and data in the field of social and emotional learning.
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Measurement in Practice
Georgia Public Broadcasting: How schools use social, emotional learning curriculum to teach mental health
As mental health becomes a political talking point, Georgia schools are finding innovative ways to make social and emotional learning part of the curriculum. Dr. Debra Murdock is the executive director for Cherokee County School District’s Social Emotional Learning initiative. She spoke to On Second Thought on the importance of sustaining mental balance for students.
Greater Good Magazine: Four ways to support teens’ social-emotional development
According to a 2018 survey, many high school students don’t believe their schools have done enough to help them deal with stress (51 percent), understand their emotions (49 percent), and solve disagreements (46 percent), and fewer than half of graduates surveyed feel prepared for life after high school. We’re learning that some social and emotional learning approaches simply aren’t as effective with teens as they are with children. When teaching relationship skills, teens can sometimes find direct teaching (in the form of lectures, videos, and homework) to be patronizing and heavy-handed.
EdScoop: Nevada’s new data tool shows how safe students feel at school
To make its schools safer, Nevada is giving administrators a look at schools through the eyes of students. The state has compiled years of data on students’ perceptions of their schools, which it’s assembled for schools and officials to parse via an online tool. Nevada has been counting on this kind of data to improve school environment and safety since 2015, when it forged a partnership with American Institutes for Research to administer annual surveys to students on school climate. Students are asked to agree or disagree with statements like “I feel safe at this school,” or “Adults working at this school treat all students respectfully.” Such surveys are common diagnostic tools in many districts, but Nevada has bigger plans for the initiative.
Education Week: Not all Asian Americans are the same. So why do school data treat us that way?
Regularly disaggregating data by ethnicity would allow public agencies to identify underrepresented groups and create strategies or programs to ensure that all those in need are able to have their right needs met.