{"id":9024,"date":"2023-08-11T00:19:54","date_gmt":"2023-08-11T00:19:54","guid":{"rendered":"https:\/\/mysourcefunding.com\/leadership\/the-key-to-a-better-future-for-students-may-be-social-emotional-growth-not-standardized-test-scores\/"},"modified":"2023-08-11T00:19:55","modified_gmt":"2023-08-11T00:19:55","slug":"the-key-to-a-better-future-for-students-may-be-social-emotional-growth-not-standardized-test-scores","status":"publish","type":"post","link":"https:\/\/mysourcefunding.com\/?p=9024","title":{"rendered":"The Key To A Better Future For Students May Be Social-Emotional Growth, Not Standardized Test Scores"},"content":{"rendered":"
\n

Social-Emotional Learning has become yet another point of contention for education activists on the right, who accuse it of being \u201cTrojan horse\u201d for critical race theory. But research suggests that having schools work on social and emotional development is important for future student success.<\/p>\n

A study from the UChicago Consortium of School Research looked at how high school climate and organizational context affect student development and achievement in both the short and long run. The study, authored by researchers from the consortium and Northwestern University (Shanette C. Porter, C. Kirabo Jackson, Sebastian Kiguel, and John Q. Easton), looked at Chicago high schools using measures of success beyond simple Big Standardized Test scores.<\/p>\n

Some of the study\u2019s reported findings:<\/p>\n

Effective high schools\u2014those that fostered multiple dimensions of student growth\u2014improved students\u2019 short- and long-run trajectories.<\/strong><\/p>\n

In other words, if a school starts focusing on factors beyond getting students ready to get a high score on the state test, students benefit. If the school focuses on students social-emotional development, students benefit. This broader focus increases the chance of graduating and of enrolling in college within two years.<\/p>\n

<\/fbs-ad><\/p>\n

Social-emotional development is tied to healthy adjustment and positive identity formation. This is where some opponents see a problem; for instance, some believe that a positive identity cannot be formed by students who are LGBTQ. Or, as one parent put it, \u201cnot everyone deserves respect, empathy, honesty, kindness etc. from my children.\u201d<\/p>\n

But the study reports \u201cthat relative to schools\u2019 impacts on test scores, schools\u2019 impacts on SED mattered about as much or more for students\u2019 short-run trajectories.\u201d In other words, focusing on social-emotional well-being was as or more useful for students than focusing on tests scores.<\/p>\n

Effective high schools had supportive, collaborative, and instructionally ambitious climates<\/strong><\/p>\n

School climate, the study found, predicted school effectiveness. Their measures for climate included effective leaders, collaborative teachers, involved families, supportive environment, and ambitious instruction. Each of those factors predicted school effectiveness by themselves.<\/p>\n

They found that their measure of school climate was better predictor of school effectiveness than other measures such as test scores or sites like GreatSchools.<\/p>\n

In sum, the study concluded that \u201cwhen schools foster SED, students are more likely to thrive in high school and beyond.\u201d<\/p>\n

This does not necessarily suggest that formal social-emotional learning programs are key; there are many ways (and arguably more effective ones) for schools to foster SED than a formal program. But the study is a reminder that school climate, which is, after all, the nature of the world in which students live for part of each school day, is important\u2014perhaps more important than the Big Standardized Tests that have driven school evaluation and education policy for the last few decades.<\/p>\n<\/div>\n

Read the full article here<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Social-Emotional Learning has become yet another point of contention for education activists on the right, who accuse it of being \u201cTrojan horse\u201d for critical race theory. But research suggests that having schools work on social and emotional development is important for future student success. A study from the UChicago Consortium of School Research looked at […]<\/p>\n","protected":false},"author":1,"featured_media":9025,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"content-type":"","footnotes":""},"categories":[76],"tags":[],"class_list":{"0":"post-9024","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-leadership"},"yoast_head":"\nThe Key To A Better Future For Students May Be Social-Emotional Growth, Not Standardized Test Scores | Brandiary<\/title>\n<meta name=\"description\" content=\"Social-Emotional Learning has become yet another point of contention for education activists on the right, who accuse it of being \u201cTrojan horse\u201d for\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/mysourcefunding.com\/?p=9024\" \/>\n<meta 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