Researcher Kirabo Jackson has been a pioneer in identifying valid non-test score measures of a teacher and of a school’s effectiveness (you can read my previous posts about his work here).
He and his co-authors just came out with new research that further refines and reinforces the perspective that those who focus on test scores can’t see the forest for the trees.
They found that students, particularly those facing the most life and academic challenges – gain some of the greatest long-term benefits from aspects of a school that are not measured by test scores.
Through student surveys, and data like suspensions, absences, arrests, graduation, college enrollment and persistence, the study’s authors suggest that Social Emotional Learning (they call it Social Emotional Development) practices are what makes the difference.
The paper is not behind a paywall, and it’s worth checking out.