ERIC Number: ED600478
Record Type: Non-Journal
Publication Date: 2019-Sep
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Self-Management Skills and Student Achievement Gains: Evidence from California's CORE Districts. Working Paper
Claro, Susana; Loeb, Susanna
Policy Analysis for California Education, PACE
Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student groups, and confirms, at a large scale, the predictive power of self-management for achievement gains, even with unusually rich controls for students' background, previous achievement, and measures of other social-emotional skills. Self-management is a better predictor of student learning than are other measures of socio-emotional skills. Average growth in English language arts due to changing from a low to a high level of self-management is between 0.091 and 0.112 standard deviations, equivalent to almost 80 days of learning.
Descriptors: Self Management, Predictor Variables, Longitudinal Studies, Grade 5, Grade 4, Grade 6, Grade 7, Academic Achievement, Achievement Gains, English, Language Arts, School Districts, Partnerships in Education, Standardized Tests, Scores, Elementary School Students, Middle School Students, Social Development, Emotional Development, Metacognition, Student Surveys, Student Attitudes, Interpersonal Competence, Correlation, Race, Ethnicity, Student Characteristics, Mathematics Achievement
Policy Analysis for California Education, PACE. 520 Galvez Mall, CERAS Room 401, Stanford, CA 94305-3001. Tel: 650-724-2832; Fax: 510-642-9148; e-mail: info@edpolicyinca.org; Web site: http://www.edpolicyinca.org
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 4; Grade 6; Grade 7; Junior High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: S.D. Bechtel, Jr. Foundation
Authoring Institution: Stanford University, Policy Analysis for California Education (PACE)
Identifiers - Location: California
Grant or Contract Numbers: N/A