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 Curriculum Use on the Rise
In a recent survey, 83% of a nationally representative sample of over 1,000 K-12 principals reported use of a social-emotional learning curriculum in the 2023-2024 school year, compared to 76% in 2021-2022 and 46% in 2017-2018.
Teacher Survey Links SEL with Interest in Learning and Positive School Climate
A nation-wide survey of almost 4,000 K-12 teachers showed a positive correlation between reports of social-emotional learning implementation and both student interest in learning and a positive school climate.
Supportive State Policies Lead to Higher Reports of Strong SEL Implementation
Analysis of state social-emotional learning (SEL) policies found a statistically significant positive correlation between the existence of supportive state policies and teachers reports of strong SEL implementation on a related survey.
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.
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