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Social and Emotional Learning Interventions under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF

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Title: Social and Emotional Learning Interventions under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF
Language: English
Authors: Grant, Sean, Hamilton, Laura S., Wrabel, Stephani L., Gomez, Celia J., Whitaker, Anamarie, Leschitz, Jennifer T., Unlu, Fatih, Chavez-Herrerias, Emilio R., Baker, Garrett, Barrett, Mark, Harris, Mark, Ramos, Alyssa, RAND Education
Source: RAND Corporation. 2017.
Availability: RAND Corporation. P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642; Tel: 310-451-7002; Fax: 412-802-4981; e-mail: order@rand.org; Web site: http://www.rand.org
Peer Reviewed: N
Page Count: 154
Publication Date: 2017
Sponsoring Agency: Wallace Foundation
Intended Audience: Policymakers; Practitioners
Document Type: Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, Evidence Based Practice, Intervention, Social Development, Emotional Development, Disadvantaged Youth, Academic Achievement, Teacher Competencies, Teacher Education, Administrator Qualifications, Recruitment, Literature Reviews, Financial Support, Urban Schools, Program Effectiveness, Interpersonal Competence, Needs Assessment, Educational Finance, Professional Development
ISBN: 978-0-8330-9962-4
Abstract: The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume catalogues these interventions in more detail and outlines the research that has examined them. Key findings in this report include: (1) ESSA supports SEL through several different funding streams; (2) Numerous SEL interventions across grade levels meet ESSA evidence requirements; (3) Educators in elementary schools and urban communities have the most options of SEL interventions that meet ESSA evidence requirements; and (4) Interpersonal competencies are the most common outcomes positively impacted in studies of evidence-based interventions. Contains a bibliography. [For "How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-WF," see ED581646.]
Abstractor: ERIC
Entry Date: 2018
Access URL: https://www.rand.org/content/dam/rand/pubs/research_reports/RR2100/RR2133/RAND_RR2133.pdf
Accession Number: ED581645
Database: ERIC
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  Data: Social and Emotional Learning Interventions under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF
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  Data: The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume catalogues these interventions in more detail and outlines the research that has examined them. Key findings in this report include: (1) ESSA supports SEL through several different funding streams; (2) Numerous SEL interventions across grade levels meet ESSA evidence requirements; (3) Educators in elementary schools and urban communities have the most options of SEL interventions that meet ESSA evidence requirements; and (4) Interpersonal competencies are the most common outcomes positively impacted in studies of evidence-based interventions. Contains a bibliography. [For "How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-WF," see ED581646.]
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