Abstract
Under the Every Student Succeeds Act (ESSA), it is imperative that American public schools assess and improve not only academic but also non-academic measures of student learning such as socioemotional skills. The policy shift towards broad-based school accountability calls for reassessing school effectiveness from whole child development perspectives and addressing potential biases and limitations of conventional value-added measures (VAM). Through multivariate multilevel analyses of the Early Childhood Longitudinal Study-Kintergarten (ECLS-K): 2011 data, this study applies multi-objective value-added measures (MOVAM) approach to assess and improve school effectiveness for academic and socioemotional learning. The study results show different patterns of academic vs. socioemotional learning gains, and also weak correlations between school effects on the two types of learning outcomes. Nevertheless, the comparisons of academically and socioemotionally effective vs. ineffective schools imply that schools can and should improve both academic and socioemotional learning outcomes through synergistic improvement of key organizational and instructional conditions.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
