TY  - JOUR
AB  - Recent attempts to measure schools’ influence on students' SEL show differences across schools, but whether these differences measure the true effect of schools is unclear. We examine the stability of school-by-grade effects on students' SEL across two years using a large-scale survey. Correlations among effects in the same grades across different years are positive but lower than those for math and English. Schools in the top or bottom of the effect distribution have more persistent impacts across years than those in the middle. Overall, the results suggest that these school effects measure real contributions to students' SEL. However, their low stability draws into question whether including school value-added measures of self-reported SEL in school performance systems would be beneficial.
AU  - Fricke, Hans
AU  - Loeb, Susanna
AU  - Meyer, Robert
AU  - Rice, Andrew
AU  - Pier, Libby
AU  - Hough, Heather
DA  - September 2019
PY  - 2019
ST  - Stability of School Contributions to Student Social-Emotional Learning Gains
T2  - EdWorkingPapers.com
TI  - Stability of School Contributions to Student Social-Emotional Learning Gains
UR  - http://www.edworkingpapers.com/ai19-128
ER  -