School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2026: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? School quality measures that exclude high schools' impacts on socioemotional development underestimate or misidentify many impactful schools. → Shanette C. Porter 2023
Evidence¶
Shanette C. Porter 2023¶
Shanette C. Porter, C. Kirabo Jackson, Sebastián Kiguel and John Q. Easton. (2023). Investing in Adolescents: High School Climate and Organizational Context Shape Student Development and Educational Attainment. UChicago Consortium on School Research. https://consortium.uchicago.edu/publications/investing-in-adolescents
q3 · i? · associational · r2
The study's policy insight states that effective schools are rigorous and relationship-oriented, and that current metrics for assessing school quality are disconnected from what high quality schools do to promote student development.
"This research suggests that school quality measures that exclude high schools' impacts on SED underestimate or misidentify many impactful schools."
Discussion¶
Related Claims¶
- Fostering socioemotional development and fostering test score growth had nearly identical impacts on 9th grade test scores — related
- Schools' impacts on socioemotional development and behaviors in 9th grade matter substantially more for long-run trajectories than test score impacts — related
- High schools that foster 8th-to-9th-grade student growth across multiple dimensions positively influence students' social and academic trajectories — related
- Schools positively impacting one promotion power measure are more likely to positively impact other long-term outcomes, but many show varying effectiveness across outcomes — related
- School and teacher effects on students' school experiences influence social and educational trajectories more than their effects on academic achievement measures — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
quality-metrics-excluding-sed-misidentify-impactful-schools |
title |
School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools |
description |
School quality measures that exclude schools' impacts on socioemotional development underestimate or misidentify many impactful schools |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
recheck_by |
2026 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shanette-c-porter-2023 |
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