Prior work has shown that students’ self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported social-emotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.

中文翻译：

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所报告的社交情感技能的变化只是噪音吗？自我报告中纵向差异的预测能力

先前的研究表明，学生对社会情感测量的自我报告水平可以预测成绩水平和收益，但我们几乎没有证据表明学生内部对社会情感调查的自我报告的变化是否可以预测理论上相关学术的变化。和行为结果。我们使用来自加州核心学区的大规模数据来检验从一个学年到下一学年的社会情感指标个人报告的变化是否可以预测州数学和英语语言艺术考试成绩和出勤率的变化。我们表明，自我报告的社会情感指标的变化可以预测成就和出勤率的变化。这些结果在各个模型规格中都是稳健的。此外，SEL 与成绩和出勤结果之间的关系在不同的学生群体中是一致的。