Tag: non-cognitive

Making the Connection: Aligning Advising to Improve Postsecondary Access and Success

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A new resource from Education Strategy Group highlights the importance of prioritizing alignment of advising across K-12 and higher education, and offers a vision for achieving that alignment by laying out a concrete framework,  action steps, and resources for the many stakeholders who have a role to play.  The report recommends that all students receive Read more about Making the Connection: Aligning Advising to Improve Postsecondary Access and Success[…]

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Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices

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Writing for the Fordham Institute,  Jeff Murray recently reviewed the results of a new Growth Mindset survey administered for the first time with the 2018 PISA assessment. Excerpts of the piece appear below: For the 2018 administration of the test, PISA included a “growth mindset” instrument. Students who have this mindset believe that intelligence is Read more about Inaugural PISA Data on Students’ Growth Mindset and Teaching Practices[…]

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Preparing Students of Color for the Future Workforce

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A new issue brief from the Center for American Progress, Preparing Students of Color for the Future Workforce, applies a race equity, community-centered lens to understand how to prepare Black, Latinx, and Indigenous students for college and the workforce. Major themes emerged from community conversations, which have allowed the authors to identify gaps that obstruct Read more about Preparing Students of Color for the Future Workforce[…]

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All of Who I Am

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Over the past several years, a growing consensus has emerged that learning is a social, emotional, and cognitive process-but how do young people perceive and experience this type of integrated learning in action? All of Who I Am, a new report from The Center for Promise at America’s Promise Alliance, features insights from a qualitative Read more about All of Who I Am[…]

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More than Ever, Meeting Students’ Needs Starts with Meeting our Own

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Writing for the Fordham Institute, Matthew Taylor explores the importance of self-care for educators and the impact our modeling has on students. Excerpts of the piece appear below: Over the last several weeks, educators accomplished the mammoth task of setting up remote learning for the remainder of the COVID-19 pandemic. As time passes, school on Read more about More than Ever, Meeting Students’ Needs Starts with Meeting our Own[…]

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March Issue Brief: Whole Child Approaches

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Educators have long known that focusing on academics alone is not enough. Children need support to develop academically, physically, cognitively, socially, and emotionally. Whole child approaches attempt to integrate these needs into a coherent whole. In Core Education’s March issue brief, we explore whole child approaches, look at alternatives for defining student success, and review Read more about March Issue Brief: Whole Child Approaches[…]

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Using Expanded Measures of Student Success for School Improvement

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New Schools Venture Fund has released a new insight brief, “Using Expanded Measures of Student Success for School Improvement.”  Nearly five years ago, in 2015, NSVF began investing in a national portfolio of innovative public schools that all embrace what they call an expanded definition of student success. So far, the organization has invested in Read more about Using Expanded Measures of Student Success for School Improvement[…]

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Educating the Whole Child: Improving School Climate to Support Student Success

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Each year in the United States, 46 million children are exposed to violence, crime, abuse, homelessness, or food insecurity, as well as a range of other experiences that cause psychological trauma. These experiences create toxic stress that can affect children’s attention, learning, and behavior. Research on human development shows that the effects of such trauma Read more about Educating the Whole Child: Improving School Climate to Support Student Success[…]

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How Schools Can Cultivate Courage in the Face of Fear

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Recently in Getting Smart, Tyler Thigpen wrote a piece on fear in the classroom, offering educators some insight into the debilitating anxiety that some students experience. Excerpts from the piece appear below: What if by understanding where fears stem from, educators could design the learning environment for optimal courage? Courage is not about avoiding fear. Read more about How Schools Can Cultivate Courage in the Face of Fear[…]

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Getting smart about social and emotional learning measurement

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Writing for AEI, Laura Hamilton and Heather Schwartz explore the complex topic of measurement of social and emotional learning (SEL). They posit that the way in which advocates choose to measure SEL will play a critical role in shaping the effort’s goals and success, but provide several warnings about measurements: First, the lack of clarity Read more about Getting smart about social and emotional learning measurement[…]

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SEL Integration Approach for Classroom Educators

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Transforming Education has released a new resource, SEL Integration Approach for Classroom Educators. In A National at Hope, the Aspen SEAD Commission highlighted the importance of “integrat[ing] social, emotional, and cognitive development into academic curricula and throughout the day.”  By integrating social-emotional learning (SEL) into the fabric of the school day, educators can support students Read more about SEL Integration Approach for Classroom Educators[…]

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Teacher Mindsets: How Educators’ Perspectives Shape Student Success

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Research increasingly points to the importance of social and emotional learning to student success. Teachers play a central role in these dimensions of learning, particularly in helping students feel connected to school and have a positive sense of themselves as learners. Through the messages they send and the experiences they provide in classrooms, teachers shape Read more about Teacher Mindsets: How Educators’ Perspectives Shape Student Success[…]

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Issue Brief: Preparing Learners for an Uncertain Future

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Children graduating from K-12 schools are largely unprepared for workplace challenges, and with the rise of smart machines, workforce readiness gaps are likely to increase. What are promising practices for preparing students for the changing world of work? How can educators help students develop their uniquely human attributes and flexible skills that can be applied Read more about Issue Brief: Preparing Learners for an Uncertain Future[…]

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Integrating Social, Emotional and Academic Development

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Integrating Social, Emotional, and Academic Development (SEAD): An Action Guide for School Leadership Teams provides practical advice, curated resources, and action steps for school leaders to improve the student experience, calling out specific equity implications in every section. Published by Education First and co-developed with practitioner-leaders from Minneapolis and Nashville public schools and experts from the Read more about Integrating Social, Emotional and Academic Development[…]

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Anxiety and Depression as this Generation’s Major Problem

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Most teens see anxiety and depression as “major problems” among their peers, according to a new survey conducted by the Pew Research Center. It suggests that 7 in 10 teens ages 13 to 17 think those issues are more prevalent than bullying, drug addiction, drinking alcohol, poverty, teen pregnancy and gangs. Concern about mental health Read more about Anxiety and Depression as this Generation’s Major Problem[…]

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Measuring the Social and Emotional Sides of Student Success

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The intensifying interest among education policymakers in the social and emotional dimensions of student success is encouraging news. By complementing the important work in recent years to raise standards and strengthen instruction, the increasing focus on school climate and students’ relationships to their peers and their schools is a potentially powerful catalyst for school improvement Read more about Measuring the Social and Emotional Sides of Student Success[…]

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