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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Across three SEL constructs, a student's mean 6th-grade SEL score (status) was more frequently significant than growth in predicting being off track academically in 9th grade. → 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

q3 · i? · associational · r2

Longitudinal study fitting growth models on four years of SEL data from students in a large urban district, about 3,000 students per timepoint. The article reports that "status is more frequently significant" than growth as a predictor of being off track in 9th grade; no effect size is printed for this comparison.

"Results indicate that, while status is more frequently significant, growth for self-management is also predictive above and beyond status on that construct."

Discussion¶

Related Claims¶

• SEL-related constructs are strongly predictive of long-term academic achievement and attainment — a broader claim this one bears on
• Middle school social-emotional learning skills predict being off-track to graduate high school — a broader claim this one bears on
• 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 — reports the opposite
• Understanding how a student develops social-emotionally over intermediate school can improve identification of students not on track to succeed in high school — reports the opposite
• Students' 6th-grade SEL level and SEL growth from 6th to 8th grade relate to successful transition to secondary school — related
• 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 — related
• No SEL construct status or growth significantly predicted chronic absenteeism in 9th grade after controlling for background characteristics — 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
• 71 percent of CCSD 8th graders were on track for graduation at the end of 9th grade in 2015/16 — related
• 8th grade growth mindset and academic behavior self-reports positively predicted 9th grade on-track status; performance avoidance did not — related
• Predicted probability of 9th grade on-track status varied substantially across the growth-mindset and academic-behavior scales — related
• Academic self-regulation in 8th grade robustly predicts both GPA and school adjustment in 9th grade — related
• Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct — related
• Students often slip off track during transition years (6th and 9th grade) even when they previously performed well — related