Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person
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.
q2 i? Little was known about SEL skill stability over time and whether initial SEL level or change over time better indicates 9th-grade off-track status. → James Soland 2021
Evidence¶
James Soland 2021¶
James Soland, Megan Kuhfeld. (2021). Identifying students who are off-track academically in 9th grade: The role of social-emotional learning trajectories. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12463
q2 · i? · associational · r2
The article's statement of the research gap motivating the study: it reports that little is known about SEL stability and the relative predictive value of status versus change. No effect size is printed; this is the authors' framing of prior knowledge.
"Yet, little is known about whether students’ SEL skills are stable over time, and if they are not, whether a student’s initial level of SEL skills at the start of intermediate school or change in SEL skills over time is a better indicator of whether the student will be off track academically in 9th grade."
Discussion¶
Related Claims¶
- The stability of social-emotional learning competencies over time is an open empirical question with implications for teachers and schools — possibly the same claim (merge candidate)
- Middle school social-emotional learning skills predict being off-track to graduate high school — related
- Little is known about how much variance in SEL constructs is stable over time versus specific to a given time or context — a broader claim this one bears on
- The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors — related
- In a large urban district, 6th-grade SEL status is more frequently a significant predictor of being off track academically in 9th grade than SEL growth between 6th and 8th grade — related
- Understanding how a student develops social-emotionally over intermediate school can improve identification of students not on track to succeed in high school — related
- Growth in self-management between 6th and 8th grade predicts being off track academically in 9th grade above and beyond 6th-grade self-management status — related
- Self-management status and growth across middle school predict lower odds of having a GPA below a C and of being suspended in 9th grade, but not chronic absenteeism — related
- Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct — related
- The relationship between the WEC index and academic achievement is stable across student year levels and census years, with no meaningful interaction effects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
sel-stability-and-predictive-value-largely-unknown |
title |
Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study |
description |
Whether students' SEL skills are stable over time, and whether initial level or change better flags later academic risk, was largely unknown before this study |
status |
review |
evidence_strength |
weak |
newest_evidence |
2021 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — james-soland-2021 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.