Evaluating Educationally Significant Outcomes: The Need to Balance Academic Achievement with Social-Emotional Learning Dr. Tiffany Berry Research Associate Professor Associate Director, Claremont Evaluation Center July 2, 2015

Agenda Overview of US Educational System and Common Core New Assessment Systems 3 Relevant SEL Frameworks Implications for Evaluators

Issues in US Educational System

Common Core State Standards (CCSS)

Common Core Standards were developed NGA and CCSSO All relevant stakeholders included Led by state and local levels, not federal

Guiding Principles Underlying of CCSS College and Career Readiness Selected best standards Solid evidence More time on fewer standards Local flexibility and teacher judgment

States’ Adoption of Common Core Withdrawn: Oklahoma, Indiana, South Carolina Not adopted: Texas, Nebraska, Alaska, Virginia Partially: Minnesota Partially Adopted Adopted Withdrawn Not Adopted

Assessments Standards

Assessment Consortia PARCC SBAC Received $186 million in Race to the Top funds Received $175 million in four year grant from Race to the Top Two assessment consortia – PARCC and Smarter balanced

States’ Involvement in Consortia SBAC PARCC State

College and Career Readiness Skills Technology Innovative Item Types Depth of Knowledge What are the tests like?

A Focus on Technology: Completing assessments on computer (or iPad) Researching topics online Need technological infrastructure for schools Need computer literacy for teachers and students

Computer Adaptive Testing Computer Adapted Tests

A Focus on Innovative Item Types Selected Response Traditional multiple choice Constructed Response Students must generate an answer Extended Constructed Response Generate an answer that requires complex thinking skills Performance Event Integrate complex knowledge and skills across multiple standards Technology Enhanced Requiring computer

A Focus on Depth of Knowledge DOK #1 Recall DOK #2 Basic Application of Skill/Concept DOK #3 Strategic Thinking DOK #4 Extended Thinking

A Focus on College and Career Readiness: Aligned with college and career expectations; Build upon strengths and lessons of current state standards; Informed by top-performing countries; Evidence and/or research-based.

But, College and Career Readiness is Multi-dimensional

Preparation for college and career readiness is more than accumulated facts or how quickly you can process information…

Three Relevant Frameworks SEL Non-Cognitive P21 Three Relevant Frameworks

#1 framework: P21

#2 framework: CASEL

Managing emotions and behaviors to achieve one’s goals Recognizing one’s emotions and values as well as one’s strengths and limitations Showing understanding and empathy for others Making ethical, constructive choices about personal and social behavior Forming positive relationships, working in teams, dealing effectively with conflict

How Do You Promote Social and Emotional Competency? Skill Development Learning Environment SAFE Sequenced Active Focused Explicit Opportunities to practice skills Reflection and reinforcement Being safe & well-managed Respectful & supportive relationships Engaging and cooperative instructional practices Clear norms for appropriate behaviors High expectations for all students Opportunities to contribute 26

How Does SEL Lead to Student Success? Inputs Proximal Outcomes Distal Outcomes Evidence-based SEL Programming Effective Learning Environments: Safe Caring Well-managed Engaging Supportive High Expectations Greater Success in School, Work, and Life Greater Attachment, Engagement and Commitment to School SE Skills Instruction: Self-awareness Self-management Social awareness Relationship skills Responsible decision-making Less Risky Behavior, More Positive Development

SEL Improves Academic Outcomes 23% increase in skills 9% improvement in attitudes about self, others, and school 9% improvement in prosocial behavior 9% reduction in problem behaviors 10% reduction in emotional distress 11% increase in standardized achievement test scores (math and reading) Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review. 28

#3 Framework: non-cognitive skills

Non-Cognitive Skills Farrington et al. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

Fixed vs Growth Mindset

Grit is “perseverance and passion for long-term goals.”

Ultimately, we need balance…

What Role Can Evaluators Play? Read the scientific research literature Measure implementation processes and mechanisms for SEL Broadly conceptualize outcomes; use common measurement Conduct logic modeling and developing theories of change Start testing these new interventions and share results widely to help build this nascent field

Tiffany.berry@cgu.edu; 909.607.1540