Details

Autor(en) / Beteiligte

• West, Martin R.
• Buckley, Katie
• Krachman, Sara Bartolino
• Bookman, Noah

Titel

Development and implementation of student social-emotional surveys in the CORE Districts

Ist Teil von

• Journal of applied developmental psychology, 2018-03, Vol.55, p.119-129

Ort / Verlag

Norwood: Elsevier Inc

Erscheinungsjahr

2018

Quelle

Applied Social Sciences Index & Abstracts (ASSIA)

Beschreibungen/Notizen

• States and school districts across the U.S. are seeking to expand their definition of student success to include social-emotional learning. The CORE Districts, a collaborative of California districts that has developed a system of school accountability and continuous improvement that includes measures of social-emotional skills based on student self-reports, exemplify this trend. In this case study, we provide an overview of CORE's School Quality Improvement System, which was implemented in the 2015–16 school year across six districts serving roughly one million students. We describe how four social-emotional competencies—growth mindset, self-efficacy, self-management, and social awareness—were selected for assessment; the process for curating and piloting assessments of students' social-emotional skills; and reliability and validity evidence from a 2015 field test of social-emotional measures based on self-reports from nearly 400,000 students. We conclude with lessons from the development of CORE's system for other next-generation accountability and continuous improvement efforts. •Documents how the CORE Districts chose social-emotional skills to assess•Describes curation of surveys to assess social-emotional skills•Presents validity and reliability evidence of the survey instruments•Discusses lessons for states and districts