Social-Emotional Learning has become yet another point of contention for education activists on the right, who accuse it of being “Trojan horse” for critical race theory. But research suggests that having schools work on social and emotional development is important for future student success.

This is the final post in a series offering advice to private foundations about their education-related funding priorities.

Many of us educators hope they are listening...

Luvuyo Magwaza is a Research Analyst II for the UChicago Consortium on School Research. He currently works on two projects: Skyline and the 5Essentials Survey. Prior to coming to the UChicago Consortium, Luvuyo worked as a Research Assistant at the University of San Francisco. The projects he worked on studied the motives people have for effective giving cross-culturally and the barriers to receiving clubfoot treatment in Ethiopia. Having studied development economics, Luvuyo is fascinated by the effect of norms and institutions on economic and social development.

Hi there! For those interested in my new venture, the American Institute for Boys and Men, I’m happy to report lots of interest from policymakers, media types and funders. A website is being designed. Researchers are being hired. Papers are being commissioned. Boards are being created. If you missed my announcement of the new institute, you can read more here or watch me describe it here.

So: do keep watching this space and helping to spread the word. I am so grateful for all your support and help...

A recent study out of the University of Chicago showed high schools that prioritized social- emotional development had double the positive long-term impact on students as compared to those that focused solely on improving test scores.

As part of their work, researchers determined school’s effectiveness based upon its impact on students’ social-emotional development, test scores and behaviors. They concluded that the most effective schools provide a welcoming environment for students, an experience that shapes their later years...

Gregory Pollard is a Research Analyst II at the UChicago Consortium on School Research.  In this role, he supports data analysis and research efforts for the 5Essentials Survey and the Equitable Learning and Development group. Prior to coming to the UChicago Consortium, Gregory studied social and education policy at the University of Michigan–focusing on the structural and interpersonal factors that shape minoritized youth’s experiences in schools. He has interned at several of Chicago’s youth-serving nonprofits throughout his graduate and undergraduate studies.

Latrice Marianno is a PhD in Educational Statistics and Research Methods student in the School of Education at the University of Delaware. Her current research interests involve evaluating initiatives and interventions designed to improve outcomes for low-income and minority students as well as understanding the role of data and research in educator decision-making. Prior to pursuing her doctoral degree, Latrice earned her MSEd in Education Policy from the University of Pennsylvania and her BA in Political Science from Rutgers University.

Dr. Laura Desimone is Professor and Director of Research in the College of Education and Human Development, with a faculty appointment in the School of Education and an affiliation with the Evaluation, Measurement and Statistics faculty group. She holds a secondary appointment in the Biden School of Public Policy and Administration. Before that, she was a professor at the Graduate School of Education at the University of Pennsylvania from 2007 until 2018, with a secondary appointment at the School of Social Policy and Practice.

A recent study out of the University of Chicago showed high schools that prioritized social- emotional development had double the positive long-term impact on students as compared to those that focused solely on improving test scores.

As part of their work, researchers determined school’s effectiveness based upon its impact on students’ social-emotional development, test scores and behaviors. They concluded that the most effective schools provide a welcoming environment for students, an experience that shapes their later years...