Making the Case: Compelling Data
This growing library features data points describing the impacts and outcomes of student-centered and competency-based teaching and learning. The data are sourced from research studies, evaluation reports and journal articles, as well as evidence collected directly by classroom, school, district and state leaders.
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SEL Interventions Produce Gains in School Climate, Civic Behavior, Relationships
A meta-analysis of 250 recent randomized control or quasi-experimental studies of K-12 Social Emotional Learning (SEL) interventions found a statistically significant positive intervention effect on SEL outcomes, compared to a control. Largest gains were seen in school climate (g=0.301), civic behavior (g=0.255) and peer relationships (g=0.231).
SEL Interventions Produce Small Positive Effect on Academics, School Functioning
A meta-analysis of 250 recent randomized or quasi-experimental studies of Social Emotional Learning (SEL) interventions in K-12 found significant positive, though small, effect on academics (g=0.111), as well as overall school functioning (g=0.131) which also included study skills, attendance and on-task behavior for participating students.
Meta-analysis Shows SEL Interventions Improve School Climate, Safety
A meta-analysis of over 250 recent randomized control or quasi-experimental studies of Social Emotional Learning (SEL) interventions found the largest positive effect on school climate and safety (g=0.301). This is equivalent to a 12.5 percentile positive increase in climate perception as compared to the control group without the intervention.
Whole Child Schools in DC Rate High in Social-Emotional Learning
Students at the 5 DC elementary schools in the Whole-Child Collaborative’s pilot cohort saw statistically significant increases after a year implementing the student well-being model (2019-2020) in each of the SEL competencies measured on the Panorama SEL Assessment. These included self-efficacy, social awareness, perseverance and belonging.
Personalized Learning Boosts Teacher Confidence in Meeting SEL needs
In a 2022 survey of 1,000 teachers, those who reported using all the personalized learning strategies on the survey were much more confident meeting students’ social-emotional needs. Of those reporting high use of personalization 64% felt "high confidence" in their ability, compared to only 39% of the teachers with low implementation.
Focusing on Whole Student Promotes Belonging, Creates Parent Satisfaction in DC Elementary
Van Ness Elementary, a DC school working with Transcend to rethink education by focusing on the whole student, outperformed schools in the district on all categories of the Panorama SEL evaluation tool, including self-regulation, sense of belonging and satisfaction. Of note, the school received a 98% student and 95% parent satisfaction rating.
Whole Child Schools in DC Rate High in SEL
Students at the five DC elementary schools in the Whole-Child Collaborative’s pilot cohort saw statistically significant increases after a year implementing the student well-being model (2019-2020) in each of the Social-emotional Learning (SEL) competencies measured on the Panorama SEL Assessment. These included self-efficacy, social awareness, p
Student-centered Instruction Builds Feelings of College Readiness
Students at three student-centered, career-focused schools reported development of personal and social skills needed for career and college-readiness. Of 17 students interviewed, 15 (88%) noted instructional practices like advisory, autobiography writing and presentations fostered the self-awareness, confidence and communication needed for college.
Internships Boost Students’ Confidence in Interpersonal Skills
In interviews at three student-centered schools, 14 of 17 students reported growth in interpersonal skills like communication and social networking, needed for college and career-readiness.
Student-Centered SEL Assessment Supports Skill Development
In a qualitative study in California, when social-emotional learning (SEL) assessment was formative and authentically embedded in classroom learning activities, both students and teachers reported the assessment measures were accurate and valuable tools to build deeper learning, self-awareness and positive relationships.
SEL Assessments Rated More Valuable When Done with Peers
A qualitative study piloting social-emotional learning (SEL) assessments in six California schools found when SEL reflections had an authentic purpose and were completed with a peer, students were more likely to report the measure was authentic and meaningful, compared to reflections completed alone.
Student-Centered Elements Boost Learning Value of Assessments
Focus group and interview data from a study piloting social-emotional learning (SEL) measures in six California schools found when SEL assessment is designed in a way that empowers student voice and choice in evidence of learning or demonstration of learning, they are more likely to report the measures are meaningful and useful.
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