Reports
New Vision for Education: Fostering Social and Emotional Learning through Technology
New Vision for Education: Fostering Social and Emotional Learning through Technology
New Vision for Education: Fostering Social and Emotional Learning through Technology

This report explores how competencies and skills developed through social and emotional learning (SEL) are as important as the foundational skills required for traditional academic learning. The New Vision for Education project examines the role that technology can potentially play to improve SEL education for the future.
Reports
The Economic Value of Social and Emotional Learning
The Economic Value of Social and Emotional Learning
The Economic Value of Social and Emotional Learning

This study highlights the economic benefits of social and emotional learning and the need for further research by comparing the benefits and costs of six different interventions.
Reports
From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic
From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic
From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic

This brief focuses on social and emotional learning-related policy actions due to COVID-19, providing concrete recommendations based on state examples about ways to enhance the social, emotional, and academic learning of all students.
Reports
Expanding Middle School CTE to Promote Lifelong Learner Success
Expanding Middle School CTE to Promote Lifelong Learner Success
Expanding Middle School CTE to Promote Lifelong Learner Success

This report examines leading state approaches to middle school CTE through interviews with state CTE directors, state and local leaders, and practitioners who support or work directly with middle school CTE students.
Reports
Career Readiness: A Business-Led Approach for Supporting K-12 Schools
Career Readiness: A Business-Led Approach for Supporting K-12 Schools
Career Readiness: A Business-Led Approach for Supporting K-12 Schools

This paper reviews how states and districts have historically approached career readiness in K-12 schools and the limitations and challenges with current approaches. This paper also defines career readiness and argues that it should be pursued as an integrated measure under postsecondary readiness as part of ESSA state accountability systems as well as specific recommendations for the business community in addressing key implementation challenges involving the career readiness components of a postsecondary readiness indicator.
Reports
The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

This paper investigates the impact of participating in a specialized high school-based CTE delivery system on high school persistence, completion, earning professional certifications, and standardized test scores. The paper focuses on individuals from low-income families, an overrepresented group in CTE.
Reports
Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire
Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire
Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire

This two-part, mixed-methods study looks at understanding dispositional self-awareness through developing a questionnaire to measure its outcomes.
Reports
Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States
Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States
Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States

This article provides supporting research in quantifying the economic and health effects of increasing physical activity among children to understand its impact and priority.
Reports
How Children's Social Competence Impacts Their Well-Being in Adulthood
How Children's Social Competence Impacts Their Well-Being in Adulthood
How Children's Social Competence Impacts Their Well-Being in Adulthood

This 20-year study tracked a group of kindergarten students who were evaluated on social capabilities (e.g., listening to other, sharing materials). Researchers followed these children for the next two decades, examining whether these assessments could predict how these same children would fare by early adulthood.
Reports
Relationships First: Creating Connections that Help Young People Thrive
Relationships First: Creating Connections that Help Young People Thrive
Relationships First: Creating Connections that Help Young People Thrive

This booklet introduces research on building developmental relationships and provides action steps for organizations and leaders to contribute to a young person’s development.
Reports
Boosting Social and Emotional Development In and Out of School
Boosting Social and Emotional Development In and Out of School
Boosting Social and Emotional Development In and Out of School

This report discusses conversations among state lawmakers on whether and how to incorporate SEL into school and after-school curriculum.
Reports
Entrepreneurial Soft Skills for the Future: a Scoping Study
Entrepreneurial Soft Skills for the Future: a Scoping Study
Entrepreneurial Soft Skills for the Future: a Scoping Study

This report contributes to the broader debate around the role that soft skills can play in entrepreneurial success.
Reports
Substance Misuse Prevention for Young Adults
Substance Misuse Prevention for Young Adults
Substance Misuse Prevention for Young Adults

This guide supports health care providers, systems, and communities seeking to prevent substance misuse among young adults. It describes relevant research findings, examines emerging and best practices, identifies knowledge gaps and implementation challenges, and offers useful resources.
Reports
The Misdiagnosis of Special Education Costs
The Misdiagnosis of Special Education Costs
The Misdiagnosis of Special Education Costs

This report looks at the factors leading to increased special education costs for districts.
Reports
To Secure Knowledge-Social Science Partnerships for the Common Good
To Secure Knowledge-Social Science Partnerships for the Common Good
To Secure Knowledge-Social Science Partnerships for the Common Good

This report highlights the need for government, academia, donor organizations, and the private sector to collaborate on social science research through funding, data, ethics, research quality, and research training.
Reports
Education Inequalities at the School Starting Gate
Education Inequalities at the School Starting Gate
Education Inequalities at the School Starting Gate

This study examines the relationship between children’s socioeconomic status (SES) and their cognitive and noncognitive skills when starting school using data from the kindergarten classes of 1998 and 2010.
Reports
Investing for Student Success Lessons From State School Finance Reforms
Investing for Student Success Lessons From State School Finance Reforms
Investing for Student Success Lessons From State School Finance Reforms

This report looks at how federal and state governments can invest resources to achieve high-quality education and student success in ways that redress the effects of inequities and historical discrimination. The report also reviews resource inequalities in U.S. schools. It analyzes the results of efforts to address these inequalities, examining recent research on the outcomes of school finance reforms nationally and in four states—Connecticut, Massachusetts, New Jersey, and North Carolina. The report also contains recommendations for federal and state actions that could support greater resource equity.
Reports
Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism
Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism
Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism

This resource provides local policymakers and educators with nearly two dozen practical strategies for improving attendance that have proven track records and in many instances are easy to introduce and simple to scale.
Reports
Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning
Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning
Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning

This brief defines employability skills overall with a focus on social and emotional competencies and research on why they are essential. It also discusses how social and emotional learning programs and practices can support the development of these skills and how after-school and expanded learning settings are an ideal place for this to happen.
Reports
Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It
Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It
Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It

This report presents the key findings from a three-year international study that investigated workplace well-being, the activities most effective for enhancing well-being, and the benefits for organizations fostering well-being for their employees.
Reports
Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare
Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare
Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare

The report argues for the importance of childcare for the business future of the United States.
Reports
Equity & Social and Emotional Learning: A Cultural Analysis
Equity & Social and Emotional Learning: A Cultural Analysis
Equity & Social and Emotional Learning: A Cultural Analysis

This brief analyzes, revises, and supplements what is known about social and emotional learning to foster the development of citizens who contribute to an increasingly interconnected, diverse global community.
Reports
Students from Low-Income Families and Special Education
Students from Low-Income Families and Special Education
Students from Low-Income Families and Special Education

This report provides policymakers and educators background on the disproportionality of low-income students in special education.
Reports
National Outcomes for AVID Seniors
National Outcomes for AVID Seniors
National Outcomes for AVID Seniors

This document shows national outcomes for high school seniors using AVID.
Reports
Bridging the Soft Skills Gap
Bridging the Soft Skills Gap
Bridging the Soft Skills Gap

This report makes a case for partnerships between business and education sectors and outlines strategies already being used successfully across the country as well as providing recommendations for businesses looking to help students develop soft skills for the workplace.
Reports
The Link Between School Attendance and Good Health
The Link Between School Attendance and Good Health
The Link Between School Attendance and Good Health

This article showing the link between chronic school absenteeism and poor long-term health outcomes can help pediatricians and their colleagues promote school attendance through interactions with patients and parents and government advocacy.
Reports
Is Retaining Students in the Early Grades Self-Defeating?
Is Retaining Students in the Early Grades Self-Defeating?
Is Retaining Students in the Early Grades Self-Defeating?

Even in the absence of test-based promotion policies, the extent to which America’s school systems have retained low-performing students in the same grade has varied considerably over time. Proponents of retention have long argued that low-performing students stand to benefit from an improved match of their ability to that of their peers and from the opportunity for additional instruction before confronting more challenging material. They also contend that the threat of being held back and the creation of grade cohorts that are more homogenous in ability could yield benefits even for higher-performing students. In the 1960s, however, concerns that retention hinders the social, emotional, and cognitive development of at-risk students led many educators to call for students to be advanced to the next grade with their peers regardless of their academic performance. Although systematic data are scarce, this push for so-called “social promotion” appears to have reduced the incidence of retention nationwide.
Reports
Grade Retention and Promotion: Information for Parents
Grade Retention and Promotion: Information for Parents
Grade Retention and Promotion: Information for Parents

Grade retention, also known as nonpromotion, flunking, failing, being held back, or the gift of time, refers to a child repeating his or her current grade level again the following year. Whether used to address low performance and/or behavior problems, research generally has not found favorable achievement or adjustment outcomes for students who are retained. Nevertheless, retention rates have been rising. This trend appears to be heavily influenced by the recent “reform” movement emphasizing national or state-wide educational grade-level standards and accountability and the accompanying grade-level tests to determine which students are promoted to the next grade. The National Association of School Psychologists provides this guide for parents on grade retention. Whatever the reason, if retention is suggested for your child, it is vital that you as a parent make sure you know what options are available and are involved in making decisions about his or her education. By working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child.
Reports
Grade Retention Research Brief
Grade Retention Research Brief
Grade Retention Research Brief

Hanover Research reviews literature on the academic, social-emotional, and equity-related effects of grade retention. This research brief also presents potential alternatives to retention and social promotion, and includes case studies of two school districts which have successfully implemented alternatives to grade retention.
Reports
National Education Technology Plan
National Education Technology Plan
National Education Technology Plan

The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.
Reports
San Bernardino County CAST Results Overview
San Bernardino County CAST Results Overview
San Bernardino County CAST Results Overview

The 2019 California Science Test (CAST) results show that a little over 20 percent (22.70%) of the 96,804 students with scores in San Bernardino County Met Standard or Exceeded Standards. 17.30% of students received an overall performance level of Standard Met and 5.32% received an overall performance level of Standard Exceeded. Students in 5th, 8th, 10th and 11th grade each scored above 20% standard met or standard exceeded. Students in 5th grade (24.70% standard met or above) scored higher than the rest of the other grades; followed by, 11th grade (24.35%), 8th grade (22.70%), 10th grade (20.99%), and 12th grade (19.08%). Students across all grade levels scored better in both Life Sciences (8% Above Standard, 47% Near Standard) and Earth and Space Sciences (8% Above Standard, 45% Near Standard) than in Physical Sciences (7% Above Standard, 41% Near Standard).
Reports
Ed-Data - San Bernardino County Summary
Ed-Data - San Bernardino County Summary
Ed-Data - San Bernardino County Summary

Ed-Data is a partnership of the California Department of Education, EdSource, and the Fiscal Crisis and Management Assistance Team/California School Information Services (FCMAT/CSIS) designed to offer educators, policy makers, the legislature, parents, and the public quick access to timely and comprehensive data about K-12 education in California.
Reports
CDE - DataQuest
CDE - DataQuest
CDE - DataQuest

DataQuest provides meaningful data and statistics about California's K-12 public educational system that supports a wide variety of informational, research, and policy needs. Summary and detailed data reports are available for multiple subject areas at the school, district, county, and state levels.
Reports
San Bernardino County Summative Assessments Results
San Bernardino County Summative Assessments Results
San Bernardino County Summative Assessments Results

Each year the state of California requires students in grades 3-8 and 11 to take summative assessments in English language arts, math, and science. Spring of 2020 and 2021 were impacted by COVID-19 and assessments were not given as usual. English learners are also required to take the English Language Proficiency Assessment for California (ELPAC) across all grade levels. To explore the data for San Bernardino County visit the San Bernardino County Open Data Portal for detailed interactive reports.
Reports
Developmental Education - Challenges and Strategies for Reform
Developmental Education - Challenges and Strategies for Reform
Developmental Education - Challenges and Strategies for Reform

This resource discusses how approximately one third of college going students are place in developmental or remedial courses before they can begin taking credit-bearing courses that count towards a degree.
Reports
Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development
Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development
Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development

Perhaps no other issue appears so frequently and dominantly in parents’ discussions of school readiness or school districts’ readiness policies as that of the age at which children are eligible (or required) to start kindergarten. This research report presents its findings from a study following more than 900 children from kindergarten through third grade.