1. Evaluating Educationally Significant Outcomes: The Need to Balance Academic Achievement with Social-Emotional Learning
Dr. Tiffany Berry
Research Associate Professor
Associate Director, Claremont Evaluation Center
July 2, 2015

2. Agenda Overview of US Educational System and Common Core
New Assessment Systems
3 Relevant SEL Frameworks
Implications for Evaluators

3. Issues in US Educational System

4. Common Core State Standards (CCSS)

5. Common Core Standards were developed
NGA and CCSSO
All relevant stakeholders included
Led by state and local levels, not federal

6. Guiding Principles Underlying of CCSS
College and Career Readiness
Selected best standards
Solid evidence
More time on fewer standards
Local flexibility and teacher judgment

7. States’ Adoption of Common Core
Withdrawn: Oklahoma, Indiana, South Carolina
Not adopted: Texas, Nebraska, Alaska, Virginia
Partially: Minnesota
Partially Adopted
Adopted
Withdrawn
Not Adopted

8. Assessments
Standards

9. Assessment Consortia PARCC SBAC
Received $186 million in Race to the Top funds
Received $175 million in four year grant from Race to the Top
Two assessment consortia – PARCC and Smarter balanced

10. States’ Involvement in Consortia
SBAC
PARCC
State

11. College and Career Readiness Skills
Technology
Innovative Item Types
Depth of Knowledge
What are the tests like?

12. A Focus on Technology:
Completing assessments on computer (or iPad)
Researching topics online
Need technological infrastructure for schools
Need computer literacy for teachers and students

13. Computer Adaptive Testing
Computer Adapted Tests

14. A Focus on Innovative Item Types
Selected Response
Traditional multiple choice
Constructed Response
Students must generate an answer
Extended Constructed Response
Generate an answer that requires complex thinking skills
Performance Event
Integrate complex knowledge and skills across multiple standards
Technology Enhanced
Requiring computer

15. A Focus on Depth of Knowledge
DOK #1
Recall
DOK #2
Basic Application of Skill/Concept
DOK #3
Strategic Thinking
DOK #4
Extended Thinking

16. A Focus on College and Career Readiness:
Aligned with college and career expectations;
Build upon strengths and lessons of current state standards;
Informed by top-performing countries;
Evidence and/or research-based.

17. But, College and Career Readiness is Multi-dimensional

18. Preparation for college and career readiness is more than accumulated facts or how quickly you can process information…

20. Three Relevant Frameworks
SEL
Non-Cognitive
P21
Three Relevant Frameworks

21. #1 framework: P21

24. #2 framework: CASEL

25. Managing emotions and behaviors to achieve one’s goals
Recognizing one’s emotions and values as well as one’s strengths and limitations
Showing understanding and empathy for others
Making ethical, constructive choices about personal and social behavior
Forming positive relationships, working in teams, dealing effectively with conflict

26. How Do You Promote Social and Emotional Competency?
Skill Development
Learning Environment
SAFE
Sequenced
Active
Focused
Explicit
Opportunities to practice skills
Reflection and reinforcement
Being safe & well-managed
Respectful & supportive relationships
Engaging and cooperative instructional practices
Clear norms for appropriate behaviors
High expectations for all students
Opportunities to contribute 26

27. How Does SEL Lead to Student Success?
Inputs
Proximal Outcomes
Distal Outcomes
Evidence-based SEL Programming
Effective Learning Environments:
Safe
Caring
Well-managed
Engaging
Supportive
High Expectations
Greater Success in School, Work, and Life
Greater Attachment, Engagement and Commitment to School
SE Skills Instruction:
Self-awareness
Self-management
Social awareness
Relationship skills
Responsible decision-making
Less Risky Behavior, More Positive Development

28. SEL Improves Academic Outcomes
23% increase in skills
9% improvement in attitudes about self, others, and school
9% improvement in prosocial behavior
9% reduction in problem behaviors
10% reduction in emotional distress
11% increase in standardized achievement test scores (math and reading)
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., & Dymnicki, A.B. (submitted for publication). The effects of school-based social and emotional learning: A meta-analytic review. 28

29. #3 Framework: non-cognitive skills

30. Non-Cognitive Skills
Farrington et al. (2012). Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review. Chicago: University of Chicago Consortium on Chicago School Research.

31. Fixed vs Growth Mindset

32. Grit is “perseverance and passion for long-term goals.”

33. Ultimately, we need balance…

35. What Role Can Evaluators Play?
Read the scientific research literature
Measure implementation processes and mechanisms for SEL
Broadly conceptualize outcomes; use common measurement
Conduct logic modeling and developing theories of change
Start testing these new interventions and share results widely to help build this nascent field

36. Tiffany.berry@cgu.edu; 909.607.1540