ADDITIONAL RESEARCH & INFORMATION
After two decades of education debates that produced deep passions and deeper divisions, we have a chance for a fresh start. A growing movement dedicated to the social, emotional, and academic well-being of children is reshaping learning and changing lives across America. On the strength of its remarkable consensus, a nation at risk is finally a nation at hope.
CRDC School Climate & Safety Statistics
The 2015–16 Civil Rights Data Collection (CRDC) is a survey of public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that impact education equity and opportunity for students. The CRDC has long provided critical information used by the Department of Education’s Office for Civil Rights in its enforcement and monitoring activities.
In addition, the CRDC is a valuable resource for other federal agencies, policymakers, researchers, educators, school officials, parents, students, and other members of the public who seek data on student equity and opportunity. To further explore the CRDC data through the use of data tools, please visit the CRDC Reporting Website at ocrdata.ed.gov. To download the CRDC data, visit crdc.ed.gov.
Listening to Black Women: Lived Experiences of Adultification Bias
In June 2017, the Georgetown Law Center on Poverty and Inequality released
Girlhood Interrupted: The Erasure of Black Girls’ Childhood, a report that presented the findings from our quantitative analysis of a form of gendered racial bias against Black girls: adultification. 1 This bias is a stereotype in which adults view Black girls as less innocent and more adult-like than their white peers, devoid of any individualized context. In other words, adultification bias is not an evaluation of maturity based on observation of an individual girl’s behavior, but instead is a presumption — a typology applied generally to Black girls.
Equity & Social and Emotional Learning: A Cultural Analysis
A new brief from the Assessment Work Group identifies opportunities for practitioners to more fully integrate equity issues within social and emotional learning. The brief, Equity & Social and Emotional Learning: A Cultural Analysis, examines CASEL's framework through an equity lens. It also highlights approaches and practices that support the development of SEL competencies to promote educational equity and discusses implications for SEL assessments.
An update on social and emotional learning outcome research
A new article in Kappan adds to the growing evidence that social and emotional learning (SEL) produces short- and long-term academic and behavioral benefits for children and youth. The review, authored by CASEL collaborators Joseph Mahoney, Joseph Durlak, and Roger Weissberg, summarizes results from four large-scale meta-analyses (i.e., analyses of hundreds of experimental and comparison group studies) on student outcomes related to participating in school-based SEL programs.
Respected: Perspectives from Students on High School & Social and Emotional Learning
A new report written by Civic and Hart Research for CASEL and made possible by the Allstate Foundation, reveals that students see the benefits of attending schools that emphasize SEL. But there is more work to be done. More than three-quarters of recent high school students believe their schools could have done a better job helping them develop their SEL skills. The report is based on a national survey of more than 1,300 high school students and recent graduates.
Should emotions be taught in school?
Our unresolved, unacknowledged feelings can lead us into anxiety, arguments and worse. Some educators believe it’s time to give our kids emotional instruction along with their ABCs.
A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children
Other than cognitive ability, what competencies should schools promote in children? How are they organized, and to what extent do they predict consequential outcomes? Separate theoretical traditions have suggested interpersonal, intrapersonal, and intellectual dimensions, reflecting how children relate to other people, manage their own goals and impulses, and engage with ideas, respectively. However, very little work has examined character empirically. In the current investigation, we partnered with middle schools that had previously identified character strengths relevant in their communities.
Contemporary Educational Psychology Volume 48, January 2017, Pages 16-27