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¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students above average in self-management at the start of middle school and those showing above-average growth have significantly lower odds of suspension in 9th grade. → Soland 2019 q3 i? Self-management intercept and growth significantly predict lower odds of a GPA below a C in 9th grade. → Soland 2019 (2)

Evidence¶

Soland 2019¶

Soland, J. & Kuhfeld, M. (2019). Identifying students who are off-track academically in 9th Grade: the role of social-emotional learning trajectories. (NWEA Collaborative for Student Growth Research Brief). https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/

q3 · i? · associational · r2

Structural equation models regressing the 9th-grade suspension indicator on each latent status and growth variable for a single California district cohort, controlling for background covariates. The article reports "significantly lower" odds for both self-management status and growth (Table 5: OR 0.590 and 0.340).

"the odds of being suspended were significantly lower for students who were above average in self-management at the start of middle school as well as students who showed above-average growth in self-management across middle school."

Soland 2019 (2)¶

Soland, J. & Kuhfeld, M. (2019). Identifying students who are off-track academically in 9th Grade: the role of social-emotional learning trajectories. (NWEA Collaborative for Student Growth Research Brief). https://www.nwea.org/research/publication/identifying-students-who-are-off-track-academically-in-9th-grade-the-role-of-social-emotional-learning-trajectories/

q3 · i? · associational · r2

Same district-cohort SEM analysis predicting GPA below a C; the printed Table 5 odds ratios are 0.493 (self-management intercept) and 0.444 (self-management growth), both p<.05. No standardized effect size is printed, so impact is not coded.

"for GPA, coefficients on the self-efficacy and self-management latent intercepts were significant at the .05 level, as was the coefficient on the self-management growth."

Discussion¶

Related Claims¶

• In a pooled multivariate model, the combined self-efficacy/self-management growth predicts about 80% lower odds of suspension, while the growth mindset intercept unexpectedly increases suspension odds — related
• No SEL construct status or growth significantly predicted chronic absenteeism in 9th grade after controlling for background characteristics — related
• Background characteristics independently predict 9th-grade off-track indicators: boys are 1.7 times as likely to be suspended and 3.5 times as likely to have a GPA below a C than girls — related
• Growth in self-management predicts 9th-grade off-track status above and beyond 6th-grade status on that construct — a narrower finding that bears on this claim
• 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 — a narrower finding that bears on this claim
• 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
• 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
• 8th grade growth mindset and academic behavior self-reports positively predicted 9th grade on-track status; performance avoidance did not — related
• Academic self-regulation in 8th grade robustly predicts both GPA and school adjustment in 9th grade — related