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How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-WF

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Title: How the Every Student Succeeds Act Can Support Social and Emotional Learning. Research Brief. RB-9988-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: 8
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
DOI: 10.7249/RB9988
Abstract: Social and emotional competencies are proving critical to students' success in the classroom and in life. Although the Every Student Succeeds Act (ESSA) does not explicitly reference social and emotional learning (SEL), this legislation in fact offers opportunities to support school-based SEL interventions. How is SEL supported by ESSA? Which SEL interventions meet ESSA's evidence requirements? RAND Corporation researchers address these questions for states, districts, and schools seeking to adopt and support SEL in ways that align with ESSA policy. This brief describes work done for RAND Education documented in "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review." This study is part of a larger effort commissioned by The Wallace Foundation to provide guidance on evidence-based interventions under ESSA across various priority topics in education, including school leadership, arts integration, summer learning, and after-school programs. Key findings include: (1) ESSA supports SEL through several different funding streams; (2) Numerous SEL interventions meet ESSA evidence requirements; (3) Educators in elementary schools and urban communities have the most options for SEL interventions that meet ESSA evidence requirements; and (4) Interpersonal competencies are the most common outcomes positively affected in studies of evidence-based interventions. [For "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF," see ED581645.]
Abstractor: ERIC
Entry Date: 2018
Accession Number: ED581646
Database: ERIC
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  Data: 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
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  Data: 10.7249/RB9988
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  Data: Social and emotional competencies are proving critical to students' success in the classroom and in life. Although the Every Student Succeeds Act (ESSA) does not explicitly reference social and emotional learning (SEL), this legislation in fact offers opportunities to support school-based SEL interventions. How is SEL supported by ESSA? Which SEL interventions meet ESSA's evidence requirements? RAND Corporation researchers address these questions for states, districts, and schools seeking to adopt and support SEL in ways that align with ESSA policy. This brief describes work done for RAND Education documented in "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review." This study is part of a larger effort commissioned by The Wallace Foundation to provide guidance on evidence-based interventions under ESSA across various priority topics in education, including school leadership, arts integration, summer learning, and after-school programs. Key findings include: (1) ESSA supports SEL through several different funding streams; (2) Numerous SEL interventions meet ESSA evidence requirements; (3) Educators in elementary schools and urban communities have the most options for SEL interventions that meet ESSA evidence requirements; and (4) Interpersonal competencies are the most common outcomes positively affected in studies of evidence-based interventions. [For "Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review. Research Report. RR-2133-WF," see ED581645.]
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