Survey data including school climate motivated educators to change their practices, but the effects are unclear, according to a new study by Future Ed at Georgetown University.
The report looks at the experiences of the Fresno Unified school district, part of the CORE districts, a group of California school systems that regularly survey students about social-emotional-learning competencies. It found teachers did change their instructional practices based on survey results on climate and students’ self-perceptions about their strengths and weaknesses. That was true even though the survey results weren’t used for high-stakes purposes, like teacher evaluations.
What’s not known is whether the adjustments educators made effectively addressed the issues they were concerned about or whether they will move the needle on future survey results.
A version of this article appeared in the February 13, 2019 edition of Education Week as Social-Emotional Learning