SEL Field Notes | June 28

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.
Please let us know what you are reading, doing and seeing in the field that’s worth sharing. Tell us about it
here!

 

Measurement in Practice

Education Week: Keeping students at the center with culturally relevant performance assessments
At the heart of the shift toward more student-centered models of learning and assessment is an understanding that learning is socially embedded and that the broader communities that students exist within matter to their learning. Emerging findings from brain science reveal that students’ cultural contexts, in particular, are fundamental to their learning. One powerful means of bringing students’ culture into the classroom is through culturally relevant performance assessments. Performance assessments center students’ identity and experiences by asking them to show what they know and can do through multidisciplinary projects, presentations of their learning in front of a panel, and reflections on their educational trajectory. At their core, such assessments provide a critical space for students to reflect on and share their personal stories and their identities as learners.

Chicago Daily Herald: A lot of kids still aren’t ready for kindergarten: What suburban districts are doing about it
Offering a snapshot of student readiness, the Illinois State Board of Education’s second Kindergarten Individual Development Survey virtually repeated a conclusion from its first. Despite a slight improvement, still only about one in four Illinois children enter kindergarten fully ready to learn. The survey examines developmental readiness in three primary categories: social and emotional development, mathematics and language and literacy. Across suburban school districts, overall readiness levels differ vastly, according to the survey, from as low as 1% considered prepared in all three areas at Mundelein Elementary District 75 to as high as 58% in Wheaton-Warrenville Unit District 200.

 

Research and Deep Dives

Policy Analysis for California Education: Measuring school contributions to growth in social-emotional learning
School value-added models are increasingly used to measure schools’ contributions to student success. At the same time, policymakers and researchers agree that schools should support students’ social-emotional learning (SEL) as well as academic development. Yet, the evidence regarding whether schools can influence SEL and whether statistical growth models can appropriately measure this influence is limited. The current paper examines the stability of the estimated school-by-grade effects on SEL across two years, using a large-scale SEL survey administered in California’s CORE districts. Overall, the results provide evidence that these school effects measure real contributions to SEL. However, the low stability of effects from one year to the next draw into question whether including these school value-added measures of self-reported SEL in school performance frameworks and systems would be beneficial.

FierceHealthcare: Report: CHIP, Medicaid integral in fostering social, emotional well-being of children
Ensuring continuous health coverage for children from birth until kindergarten can improve future health outcomes, according to a new report.Offering five continuous years of coverage and fostering social and emotional health through primary care could be highly advantageous to children and families in the long term, according to the Center for the Study of Social Policy Manatt Health, and Pediatrics Supporting Parents. “It is increasingly clear that social and emotional health are major drivers of outcomes for kids,” said Jocelyn Guyer, managing director at Manatt Health. “We need to work together to ensure that Medicaid and CHIP are supporting pediatric care providers in addressing the social and emotional needs of children, especially in their earliest years.”

 

Youth Leading

Hechinger Report: Student ed tech entrepreneurs argue they know what classrooms need
The majority of educational technology is designed for student use. And it’s almost always designed by adults, few of whom consult with kids before they start mass-producing their products and selling them to schools. The disconnect is not lost on Brandon Goon. As a student, he saw a lot of products aimed at supporting student-centered learning, but created by adults who only thought they knew what kids liked. He has gone on to create a platform called Be Anything to support project-based learning. It’s a cross between a project management system, like those used in the business world but customized for classrooms, and a learning documentation system, which gives students a central place to articulate what they learn at each stage of the project and build a portfolio of their accomplishments. Teachers can monitor student progress and give targeted feedback when students need it.

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