CORE and It’s Work in the Area of Measuring Social-Emotional Skills Noah Bookman & Rick Miller March 8, 2017
California submits NCLB waiver, CA denied CORE Districts’ vision: ✓ Focus on equity and access ✓ Share learning and responsibility for student achievement ✓ Emphasize capacity building over accountability ✓ Support local innovation
Founded in 2010 the CORE Districts joined together By sharing expertise and human capital, the The CORE Improvement Community connects thousands of with a common interest in collaborating and sharing CORE Districts can innovate and bring The CORE Districts are nationally recognized for the educators, integrating the tools and technologies of best practices. successful educational practices to scale innovative school improvement and accountability system improvement science with the power of education networks created under a federal waiver (2013-future) (2017-future)
CORE Districts collaboration since 2010
Traditionally underserved populations make up a large portion of the CORE Districts’ student population. The percentage of these high need students is greater in the CORE Districts than it is in the state of California.
Source: SEF Calculations of NCES Common Core of Data, 2013
Designing the School Quality Improvement Index: Goal: College & Career Ready Graduates MAKING ALL STUDENTS VISIBLE: Social-Emotional & Culture- N size of 20 resulting in Academic Domain Climate Domain over 150,000 additional students counted! Focus: Elimination of Disparity and Disproportionality • Chronic Absenteeism • Student/Staff/Parent Culture- • Achievement and Growth Climate Surveys • Graduation Rate All Students • Suspension/Expulsion Rate • High School Readiness Rate Group & • Social Emotional Skills (Gr. 8) Subgroups • ELL Re-Designation Rate • Special Education Disproportionality Guiding principles: Developed through collaboration ✓ Information as “flashlight” (and not a “hammer”) and partnership: ✓ ✓ From a narrow focus to a holistic approach Led by the CORE Superintendents ✓ ✓ Making all students visible Guided by the experts in our districts ✓ ✓ From just achievement to achievement With input from hundreds of and growth educators across the CORE districts ✓ With support from our key partners (e.g. Stanford University, Harvard University) ✓ With guidance from our Oversight Panel (e.g. ACSA, CSBA, Ed Trust West, PACE, PTA)
CORE is part of the national dialogue on including Social Emotional Skills in Multiple Measure approaches to school quality With almost half a million students participating, our Spring 2015 Field Test of measures of social-emotional skills lets us explore how to measure these essential skills at scale.
Social Emotional Skills Cover Four Topics – Including Inter-Personal and Intra-Personal Skills
The identified skills include intrapersonal and interpersonal skills Intra personal Inter personal Growth Mindset Self- Social Awareness Management Self-Efficacy 14
These competencies were initially measured through a combination of confidential student self-report and teacher report measures Measures by Grade Level, Competency, and Type Student Teacher Report * Key Contributors Self-Report * Grades K-4 Self-Management x Clancy Blair (NYU) Social Awareness x CASEL / AIR Grades 5-12 Carol Dweck (Stanford) & Growth Mindset x Camille Farrington (CCSR) Self-Efficacy x Camille Farrington (CCSR) Self-Management x x Angela Duckworth (UPenn) Social Awareness x x CASEL / AIR An updated draft of the SE measures will be shared with districts during the week of 3/3 *To improve validity and mitigate the effect of reference bias, self-report and teacher report measures will include anchoring vignettes developed by ETS. 15
Sample SEL Items To assess social-emotional skills, we ask students about their beliefs and behaviors. Below, for instance, are some self-management items. Please answer how often you did the following during the past 30 days. During the past 30 days… • I came to class prepared. • I remembered and followed directions. • I got my work done right away instead of waiting until the last minute. • I paid attention, even when there were distractions. • I worked independently with focus. • I stayed calm even when others bothered or criticized me. • I allowed others to speak without interruption. • I was polite to adults and peers. • I kept my temper in check. (Almost Never, Once in a While, Sometimes, Often, Almost All the Time)
Pause, reflect and chat with an elbow partner: What do you find noteworthy about what you have heard so far? What questions are coming up for you?
SEL & Culture Climate: A school’s culture -climate is related to social emotional skills reports, and we see a substantive range in school performance, despite comparable levels of youth in poverty. Correlation between overall SEL & overall culture-climate is .47. The larger the dot, the higher the percentage of youth in poverty. Both of these schools have close to 90% of youth in poverty
Math & SEL: A school’s SEL results are also related to performance on other indicators, such as math. The larger the dot, the higher the In this graph we percentage of youth in see that schools poverty. with strong SEL generally performed better on SBAC math.
Means by Grade and Gender What are your hypothesis about these results? What questions does it raise for you?
Notice that lower performing 11 th graders appear to be catching up with their higher performing peers in SE skills. Could this perhaps be because lower performing students with stronger SE skills are more likely to persist to 11 th grade? Whereas, there are ~35,000 students in the 8 th grade results, there are ~25,000 students 11 th grade results.
SEL & CC and strong predictor of test scores and growth in test scores After controlling for student demographics • Self-management, growth mindset, and self- efficacy most predictive in SEL domain (in order) • Social awareness has weak negative relationship • Only safety predictive in CC domain • Rules/discipline has weak negative relationship • Patterns similar in relationship of SEL/CC to status and growth in test scores, but reduced relationship for growth Policy Analysis for California Education
SEL/CC reports are lower for minority & disadvantaged students • Students report lower Social Emotional Skills and School Culture-Climate if: • They are African American or Hispanic • They are male • They are eligible for free or reduced lunch • They have a disability • They are classified as EL • While the exact coefficients vary by construct, the pattern holds across each of the 4 SEL and 4 CC domains Policy Analysis for California Education
These gaps remain when we compare students to their peers within schools • Gaps are smaller but persist if we look at students within schools vs. in the aggregate • For SEL, the most significant gaps are between white and African American/Hispanic students • This indicates that, for example, AA/Hispanic students report lower SEL compared to their white peers in the same school • For CC, the only significant gap is between white and African American students • This indicates that AA students feel less safe/supported, for example, compared to their white peers in the same school Policy Analysis for California Education
Exploratory Growth Model Outcome Current year construct (one model per grade) Control Prior year construct results Gender Ethnicity ELL (yes/no) SPED (mild/severe) School fixed effect
With two years of SEL data in several district, we can now look at “growth/impact” in SEL along with “growth/impact” on academic tests. A B A B D D C C A B A B D D C C A. Students are gaining ground in the SE skill relative to their peers, but academic growth is slower than their peers. B. Students are gaining ground in the SE skill relative to their peers, and academic growth is faster than their peers. C. Students are losing ground on the SE skill relative to their peers, and academic growth is slower than their peers. D. Students are losing ground on SE skill relative to their peers, but academic growth is faster than their peers.
Pause, reflect and chat with an elbow partner: What do you find noteworthy about what these findings? What questions are coming up for you?
Illustrative Example Starting in 2015-16, our multiple measure school report cards included social- emotional survey results. Reports support CONTINUAL IMPROVEMENT for school leaders and teachers Our 2015-16 results add academic growth, culture-climate surveys and social emotional skills to the picture.
Illustrative Example Results include performance by the “all students” group and by subgroups
Strategy and Planning: Aligning Data and the Budget to Create Coherent Action Plans Future Administrator’s Presentation (Long Beach Unified School District) May 17, 2016
Strategy and Planning Budget & Action Plan Goals Data Vision
Relationship between Data and the Budget Budget/ Data/Goals Action Plan
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