NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 30 results Save | Export
Gehlbach, Hunter; Hough, Heather J. – Policy Analysis for California Education, PACE, 2018
As educational practitioners and policymakers expand the range of student outcomes they assess, student perception surveys--particularly those targeting social-emotional learning--have grown in popularity. Despite excitement around the potential for measuring a wider array of important student outcomes, concerns about the validity of the…
Descriptors: Social Development, Emotional Development, Validity, School Districts
West, Martin R.; Fricke, Hans; Pier, Libby – Policy Analysis for California Education, PACE, 2018
Amid growing interest from educators and policymakers in supporting students' social and emotional learning (SEL), this brief describes the development of key social-emotional skills within the CORE districts, a network of urban California school districts that collectively serve more than one million students. Specifically, we use CORE's unique…
Descriptors: Educational Trends, Social Development, Emotional Development, Urban Schools
West, Martin R.; Pier, Libby; Fricke, Hans; Loeb, Susanna; Meyer, Robert H.; Rice, Andrew B. – Policy Analysis for California Education, PACE, 2018
Mounting evidence demonstrates that social-emotional skills are important for students' academic and life success, yet we have limited evidence on how these skills develop over time and how this development varies across student subgroups. In this study, we use the first large-scale panel survey of social-emotional learning (SEL) to describe how…
Descriptors: Educational Trends, Social Development, Emotional Development, Self Concept
Kurlaender, Michal; Kramer, K. A.; Jackson, Erika – Policy Analysis for California Education, PACE, 2018
In 2014, the state of California implemented the California Assessment of Student Performance and Progress (CAASPP) in order to align state assessment and accountability policies with the newly adopted Common Core State Standards (CCSS). At the heart of the new performance and accountability system is the Smarter Balanced Assessment. The Smarter…
Descriptors: Standardized Tests, Common Core State Standards, Student Evaluation, College Readiness
Hough, Heather; Marsh, Julie; McKibben, Susan – Policy Analysis for California Education, PACE, 2018
Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. Our study looks closely at ten "outlier schools" in California's CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. This…
Descriptors: Social Development, Emotional Development, Middle Schools, Urban Schools
Marsh, Julie A.; McKibben, Susan; Hough, Heather J.; Allbright, Taylor N.; Matewos, Ananya M.; Siqueira, Caetano – Policy Analysis for California Education, PACE, 2018
There is a growing consensus in education that schools can and should attend to students' social-emotional development. Emerging research and popular texts indicate that students' mindsets, beliefs, dispositions, emotions, and behaviors can advance outcomes such as college readiness, career success, mental health, and relationships. Despite this…
Descriptors: Social Development, Emotional Development, Middle Schools, Educational Practices
Loeb, Susanna; Christian, Michael S.; Hough, Heather J.; Meyer, Robert H.; Rice, Andrew B.; West, Martin R. – Policy Analysis for California Education, PACE, 2018
Measures of school-level growth in student outcomes are common tools used to assess the impacts of schools. The vast majority of these measures are based on standardized tests, even though emerging evidence demonstrates the importance of social-emotional skills (SEL). This paper uses the first large-scale panel surveys of students on SEL to…
Descriptors: Social Development, Emotional Development, Academic Achievement, Self Efficacy
Reardon, Sean F.; Doss, Christopher; Gagné, Josh; Gleit, Rebecca; Johnson, Angela; Sosina, Victoria – Policy Analysis for California Education, PACE, 2018
How are California's students doing? And are all groups of students receiving the same opportunities for educational success? How do patterns of educational outcomes in California compare to those in other states, and how have they changed in the last decade? In this study, the authors seek to provide a portrait of the state of educational…
Descriptors: Outcomes of Education, Reading Achievement, Mathematics Achievement, Standardized Tests
Aguilar, Jorge; Nayfack, Michelle; Bush-Mecenas, Susan – Policy Analysis for California Education, PACE, 2017
California's Local Control Funding Formula (LCFF) requires districts to report multiple measures of student performance that reflect success in the goal of preparing students for college, career, and citizenship. As they engage in the Local Control Accountability Plan (LCAP) process, they are expected to use state and local indicator data from…
Descriptors: Educational Improvement, School Districts, Partnerships in Education, Funding Formulas
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
Hough, Heather; Kalogrides, Demetra; Loeb, Susanna – Policy Analysis for California Education, PACE, 2017
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide.…
Descriptors: Social Development, Emotional Development, Educational Environment, Accountability
de Velasco, Jorge Ruiz; Gonzales, Daisy – Policy Analysis for California Education, PACE, 2017
California's alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, "alternative school" is defined as belonging to one of six legislatively authorized types of public (non-charter)…
Descriptors: Nontraditional Education, Accountability, Comparative Analysis, Alignment (Education)
Hough, Heather; Witte, Joe – Policy Analysis for California Education, PACE, 2016
In May 2016, the authors released a policy memo comparing the effect of reporting subgroups at an n-size of 20+ compared to 100+. In response to this original memo, the U.S. Department of Education released a rule notice proposing changes to ESSA regulation §200.17 allowing states "to establish a range of n-sizes, not to exceed 30." To…
Descriptors: Accountability, Educational Policy, Educational Improvement, Educational Legislation
Hough, Heather – Policy Analysis for California Education, PACE, 2016
With the passage of the Every Student Succeeds Act (ESSA) of 2015, California must integrate additional measures of student and school performance into the state-wide accountability system. To support the conversation as policymakers consider if/how to include chronic absenteeism data in the state's accountability system, PACE has conducted an…
Descriptors: Attendance, Accountability, Data, Feasibility Studies
Hough, Heather; Witte, Joe – Policy Analysis for California Education, PACE, 2016
With the passage of the Every Student Succeeds Act (ESSA) of 2015, California state policymakers are tasked with determining the subgroup threshold for school-level reporting. To inform this decision, this policy brief explores the implications of utilizing various subgroup sizes using data from the CORE Districts. The authors find that the 20+…
Descriptors: Federal Legislation, Educational Legislation, School Districts, Partnerships in Education
Previous Page | Next Page »
Pages: 1  |  2