Policy Maker Resources – Papers and Studies

A Data-Informed Approach to Social-Emotional Learning: Policy Recommendations for State and Local Leaders

This policy brief provides recommendations for state and local leaders seeking to take a data-informed approach to SEL. TransformEd focuses our recommendations on gathering input on learning environments, piloting social-emotional competency measures, and using data to build local capacity. This paper follows our 2016 policy brief on expanding the definition of student success under the Every Student Succeeds Act (ESSA).

The Scale of Our Investment in Social-Emotional Learning

TransformEd conducted a nationally representative survey of teachers, principals, and district leaders to ascertain the amount of time spent in classrooms on social-emotional learning (SEL), the amount of money spent on products and resources related to SEL, and the motivations of various stakeholders for investing in students’ social-emotional skills. We found that, as a nation, schools are devoting a total of approximately $21–47 billion per year to SEL in terms of: (1) expenditure on SEL-related products and programs and (2) teacher time focused on SEL.

Ready to Be Counted

This paper summarizes a large body of research showing that MESH competencies, such as self-control and social competence, are well-established predictors of success in academics, career, and life.

Measuring MESH

This resource offers access to a set of survey-based MESH measures – curated by TransformEd in partnership with California’s CORE Districts – that were originally developed by leading researchers and later field tested with nearly half a million students.

CORE Case Study

In our latest case study, TransformEd describes how California's CORE Districts created a groundbreaking data system that sees students as whole people, not just test scores. The case study provides an in-depth discussion of how social-emotional competencies—a key component of the CORE Districts—were prioritized and assessed.

Launching a Multi-Year Research-Practice Collaborative

This paper is the first in a series that will share lessons learned from the Boston Charter Research Collaborative. In it, we provide recommendations on 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.

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