Report

Using Surveys of Students' Social-Emotional Skills and School Climate for Accountability and Continuous Improvement

By Staff from Transforming Education

“The report and accompanying policy brief support the notion that measurement of social-emotional learning (SEL) and school culture/climate (CC) enable educators to better understand student and school performance.”

Using Surveys of Students’ Social-Emotional Skills and School Climate for Accountability and Continuous Improvement

Policy Analysis for California Education (PACE) recently issued a new report on “Using Surveys of Social Emotional Learning and School Climate for Accountability and Continuous Improvement.” The report and accompanying policy brief support the notion that measurement of social-emotional learning (SEL) and school culture/climate (CC) enable educators to better understand student and school performance. Using data from California’s CORE districts, PACE shows 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; and
  • 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.

Explore both the brief and full report here.

For information on a professional development opportunity highlighting school accountability under ESSA through the American Education Research Association (AERA), click here for further information about dates and scholarship opportunities.

Learn more about the best practices for social and emotional learning.

Download the guide