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Self-Management Skills and Student Achievement Gains: Evidence from California’s CORE Districts

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student groups, and confirms, at a large scale, the predictive power of self-management for achievement gains, even with unusually rich controls for students’ background, previous achievement, and measures of other social-emotional skills. Self-management is a better predictor of student learning than are other measures of socioemotional skills. Average growth in English language arts due to changing from a low to a high level of self-management is between 0.091 and 0.112 standard deviations, equivalent to almost 80 days of learning.

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Document Object Identifier (DOI)
10.26300/vr54-8t59

EdWorkingPaper suggested citation:

Claro, Susana, and Susanna Loeb. (). Self-Management Skills and Student Achievement Gains: Evidence from California’s CORE Districts. (EdWorkingPaper: -138). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/vr54-8t59

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