{"id":10390,"date":"2021-01-14T08:00:00","date_gmt":"2021-01-14T12:00:00","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=10390"},"modified":"2021-01-11T13:53:26","modified_gmt":"2021-01-11T17:53:26","slug":"the-effects-of-social-emotional-development-on-academic-achievement","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/the-effects-of-social-emotional-development-on-academic-achievement\/","title":{"rendered":"The effects of social-emotional development on academic achievement"},"content":{"rendered":"\n
\"\"<\/figure><\/div>\n\n\n\n

Olivia Piontek of the Fordham Institute recently wrote a piece reviewing the research on the effects of social-emotional development on student academic achievement. Excerpts appear below:<\/p>\n\n\n\n

Can attending schools that promote social-emotional development boost a student\u2019s chance of postsecondary success? A recent study<\/a> from researchers at the University of Chicago and Northwestern University suggests that the answer is \u201cyes.\u201d  <\/p>\n\n\n\n

Using survey, administrative, and test-score data for six cohorts (55,560 students) of first-time ninth-grade students who attended a Chicago public high school between 2011 and 2017, the analysts examine the extent to which some schools do more than others to improve students\u2019 social-emotional development in two major domains\u2014social well-being and work habits\u2014and how such schools impact students\u2019 short and long-term outcomes. <\/p>\n\n\n\n

Of the paper\u2019s many results, one noteworthy finding is that schools that excelled at improving students\u2019 social well-being and rigorous work habits also raised students\u2019 test scores by 6.0 and 5.7 percent of a standard deviation, respectively. This important finding suggests that schools that have a strong history of improving test scores aren\u2019t necessarily focusing on academic achievement alone; rather, strengthening students\u2019 social-emotional development may help facilitate academic success. \u201cBoth\/and\u201d rather than \u201ceither\/or\u201d wins the day.<\/p>\n\n\n\n

Also of note is that better social-emotional development appears to improve rates of high school graduation and college enrollment. For example, students who attended a high school that excelled in all three domains measured by the study\u2014social well-being, work habits, and test scores\u2014were 1.9 percentage points more likely to graduate high school, and 3.6 percentage points more likely to enroll in a four-year institution within two years of graduation, compared to students attending the average school. Meanwhile, schools with strong test score value-added alone only improved students\u2019 likelihood of graduating by 1.2 percentage points and four-year college enrollment by 2.3 percentage points.<\/p>\n\n\n\n

For more commentary, see: https:\/\/fordhaminstitute.org\/national\/commentary\/effects-social-emotional-development-academic-achievement<\/a><\/p>\n\n\n\n

For the research report, see: https:\/\/www.educationnext.org\/linking-social-emotional-learning-long-term-success-student-survey-responses-effects-high-school\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

Olivia Piontek of the Fordham Institute recently wrote a piece reviewing the research on the effects of social-emotional development on student academic achievement. Excerpts appear below: Can attending schools that promote social-emotional development boost a student\u2019s chance of postsecondary success? A recent study from researchers at the University of Chicago and Northwestern University suggests that Read more about The effects of social-emotional development on academic achievement<\/span>[…]<\/a><\/p>\n","protected":false},"author":1,"featured_media":10026,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[4],"tags":[77,285,264,71],"class_list":["post-10390","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-school-reform-leadership","tag-school-reform","tag-skills-for-success","tag-social-emotional-learning","tag-student-achievement"],"yoast_head":"\nThe effects of social-emotional development on academic achievement - Core Education, LLC<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.coreeducationllc.com\/blog2\/the-effects-of-social-emotional-development-on-academic-achievement\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"The effects of social-emotional development on academic achievement - Core Education, LLC\" \/>\n<meta property=\"og:description\" content=\"Olivia Piontek of the Fordham Institute recently wrote a piece reviewing the research on the effects of social-emotional development on student academic achievement. 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