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Social and emotional learning
Less is More: The Causal Effect of Four-Day School Weeks on Employee Turnover
The use of four-day school weeks (4dsw) in the United States has expanded rapidly over the past two decades. Previous work examines the impact of 4dsw on student outcomes, but little research to date examines the effect on school employees even though schools in some locales have adopted 4dsw to… more →
Exploring Multidimensional Approaches to Learning During Early Childhood in Ghana
Topics: Student LearningChildren's approaches to learning (AtL) are widely recognized as a critical predictor of educational outcomes, especially in early childhood. Nevertheless, there remains a dearth of understanding regarding the dimensionality of AtL, the reciprocal dynamics between AtL and learning outcomes, and… more →
The Ups and Downs of Classroom Quality Over the Preschool Year and Relations to Children’s School Readiness
Topics: Student LearningDespite considerable evidence on the links between average classroom quality and children’s learning, the importance of variation in quality is not well understood. We examined whether three measures of variation in observed classroom quality over the school year – overall variation in quality,… more →
From Retributive to Restorative: An Alternative Approach to Justice in Schools
Topics: Student Well-BeingTags: Absenteeism, Counseling, Culturally responsive schooling, Curriculum, Elementary schools, High schools, Human capital, Juvenile justice, Learning environments, School climate and culture, School districts, School reform, Social and emotional learning, Student discipline, Student well-beingSchool districts historically approached conflict-resolution from the perspective that suspending disruptive students was necessary to protect their classmates, even if this caused harm to perceived offenders. Restorative practices (RP) – focused on reparation, accountability, and shared… more →
The Importance of a Helping Hand in Education and in Life
Topics: Student Well-BeingThis paper discusses the importance of incorporating personal assistance into interventions aimed at improving long-term education and labor market success. While existing research demonstrates the cost-effectiveness of low-touch behavioral nudges, this paper argues that the dynamic nature of… more →
Interscholastic Policy Debate Promotes Critical Thinking and College-going: Evidence From Boston Public Schools
Few interventions reduce inequality in reading achievement, let alone higher order thinking skills, among adolescents. We study “policy debate”—an extracurricular activity focused on improving middle and high schoolers’ critical thinking, argumentation, and policy analysis skills—in Boston… more →
Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials
Topics: Student Well-BeingResearchers and policymakers aspire for educational interventions to change children’s long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about socialemotional skill… more →
Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills
Noncognitive constructs such as self-e cacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource… more →
A Framework for Motivating Teacher-Student Relationships
Topics: Teacher and Leader DevelopmentFew question the value of teacher-student relationships (TSRs) for educational outcomes. TSRs are positively associated with students’ achievement and engagement, as well as teachers’ well-being. Building and maintaining these crucial classroom relationships, however, is not easy. Drawing on… more →
Does Reclassification Change How English Learners Feel about School and Themselves? Evidence from a Regression Discontinuity Design
Topics: Student LearningReclassification can be an important juncture in the academic experience of English Learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, yet its impact on social-emotional learning (SEL) skills, which are as malleable and… more →
Why Black Teachers Matter
Topics: Teacher and Leader DevelopmentBlack teachers are critical resources for our children and schools.
The Legacy of Covid-19 in Education
Topics: Student LearningIf school closures and social-distancing experiences during the Covid-19 pandemic impeded children’s skill development, they may leave a lasting legacy in human capital. To understand the pandemic’s effects on school children, this paper combines a review of the emerging international literature… more →
The Effects of Teacher-Student Demographic Matching on Social-Emotional Learning
Topics: Student Well-BeingA growing body of research shows that students benefit when they demographically match their teachers. However, little is known about how matching affects social-emotional development. We use student-fixed effects to exploit changes over time in the proportion of teachers within a school grade… more →
Understanding Teacher Perceptions of Efficacy in Social and Emotional Learning: Toward Equity-Based Approaches to SEL in Urban Schools
Topics: Student Well-BeingResearchers have noted the importance of equity-based approaches to social and emotional learning (SEL), which emphasize the role of school environment, including adult beliefs, in student well-being. This article builds on this work by examining 129 teachers’ perceptions of efficacy in SEL.… more →
An Experimental Evaluation of Arts Field Trips
This paper presents results of a multi-visit, longitudinal experiment on the academic and social-emotional effects of arts-based field trips. We randomly assign fourth and fifth grade students to receive arts-based field trips throughout the school year or to serve as a control. Treatment… more →
Do Response Styles Affect Estimates of Growth on Social-emotional Constructs? Evidence from Four Years of Longitudinal Survey Scores
Topics: MethodsSurvey respondents use different response styles when they use the categories of the Likert scale differently despite having the same true score on the construct of interest. For example, respondents may be more likely to use the extremes of the response scale independent of their true… more →
Estimating Student Growth on Psychological and Social-emotional Constructs: A Comparison of Multiple Scoring Approaches
Topics: MethodsA huge portion of what we know about how humans develop, learn, behave, and interact is based on survey data. Researchers use longitudinal growth modeling to understand the development of students on psychological and social-emotional learning constructs across elementary and middle school. In… more →
Fostering Patience in the Classroom: Results from Randomized Educational Intervention
Topics: Student Well-BeingWe evaluate the impact of a randomized educational intervention on children’s intertemporal choices. The intervention aims to improve the ability to imagine future selves, and encourages forward-looking behavior using a structured curriculum delivered by children’s own trained teachers. We find… more →
Mitigating the Gender Gap in the Willingness to Compete: Evidence from a Randomized Field Experiment
Topics: Student LearningWe evaluate the impact on competitiveness of a randomized educational intervention that aims to foster grit, a skill that is highly predictive of achievement. The intervention is implemented in elementary schools, and we measure its impact using a dynamic competition task with interim… more →
Students with Growth Mindset Learn More in School: Evidence from California’s CORE School Districts
Topics: Student LearningWhile the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups.