We are committed to sharing what we're learning in order to help all education systems act on what is known today about MESH assessment and skill development. To do this, we translate findings from our day-to-day work on multiple projects and our extensive network of partners into scalable tools and resources that can help school systems improve outcomes for all students.
If you'd like to learn about some of our educator resources in Spanish, email us.
A wide array of high-quality research combines to show that intrapersonal and interpersonal non-cognitive skills, such as self-control and social competence, are well-established predictors of success in academics, career, and well-being. Given the importance of these outcomes and the strength of the existing research, it is time for these competencies to be incorporated effectively into educational policy and practice as complements to existing academic and cognitive goals in order to ensure schooling works to help all students flourish.
This paper is the first in a series that will share lessons learned from collaborative activities. We focus on the first year of the Boston Charter Research Collaborative. We also provide recommendations for laying a foundation for a successful collaboration between researchers and practitioners who want to work closely with each other to better understand and support growth and success for all students.
This paper – the second in a series on our work with the Boston Charter Research Collaborative – investigates a variety of issues related to the measurement of students’ MESH that are of particular interest to school practitioners. With our partners at Harvard University’s Center for Education Policy Research, we focus on the first year of data collected on student MESH and present initial findings on a) how these competencies change over the course of the school year, and b) the relationship between student self-reports and teacher reports of students’ MESH competencies.
This paper, written in collaboration with the Council of Chief State School Officers (CCSSO), provides a deep and nuanced examination of how states might respond to the student success or school quality indicator accountability provision (i.e., the so-called "5th indicator") under the Every Student Succeeds Act (ESSA). Conversations with state personnel reveal state education agencies (SEAs) are evaluating the range of choices for the school quality or student success indicator. Specifically, states are considering if indicators already being measured for state reporting or district accountability are suitable, which offers an advantage of reducing the implementation burden. Alternatively, SEAS are considering implementing new indicators to encourage an expanded definition of student and school success going beyond the requirements of the No Child Left Behind Act (NCLB) of 2001.