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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nAre Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports  \nKlint Kanopka  \nNew York University  \nSusana Claro  \nPontificia Universidad Católica de Chile  \nSusanna Loeb  \nStanford University  \nMartin West  \nHarvard University  \nHans Fricke  \n[Amazon.com](Amazon.com), Inc  \nPrior work has shown that students’self-reported levels on social-emotional measures predict achievement levels and gains, but we have little evidence on whether within-student changes in self-reports on social-emotional surveys are predictive of changes in theoretically related academic and behavioral outcomes. We use large-scale data from the California CORE districts to examine whether changes in individual reports on social-emotional measures from one school year to the next predict changes in state math and English language arts test scores and attendance. We show that changes in self-reported socialemotional measures predict changes in both achievement and attendance. These results are robust across model specifications. Moreover, the relationships between SEL and achievement and attendance outcomes are consistent across student subgroups.  \nKeywords: social-emotional learning, student surveys, measurement, achievement, attendance  \nIntroduction  \nRecent evidence shows that social-emotional learning (SEL) is strongly predictive of educational and career success, even after controlling for differences in students’ experiences and achievement (Deming, 2017; Duckworth et al., 2010; Farrington et al., 2012; Kautz et al., 2014; Yeager & Dweck, 2012) . As a consequence, school systems are increasingly seeking ways to measure students’ SEL. The most common approach to measurement, given its administrative ease and low cost, is the use of self-report student surveys. Yet questions remain about the validity of using students’ responses to these surveys to track their social-emotional development.  \nIt is well documented that student self-reports on SEL surveys do predict theoretically related academic and  \nbehavioral outcomes (Claro & Loeb, 2019a, 2019b; Duckworth et al., 2010; Soland, 2019; West et al., 2020) . Although these correlations, in theory, could reflect other factors that predict both students’ responses and their other outcomes, research provides some evidence that these responses do capture differences across students in the assessed constructs (Gehlbach & Hough, 2018). At the sametime, studies have not comprehensively assessed the validity of changes in student responses over time for monitoring student social-emotional development. Changes over time could measure real changes in student SEL, or they could simply be noise with students selecting responses based on their daily mood or level of concentration. If changes in reports were noise, we would not expect them to predict changes in other valued outcomes, such as achievement. But if changes in reported SEL were capturing real changes in  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKanopka et al.  \nstudents, those changes could provide useful information to schools and districts. School improvement ","cbCaiiDI4Fn1p4eI","https://ap.wps.com/l/cbCaiiDI4Fn1p4eI","pdf",2323663,21,"English","# Introduction\n## Research purpose and background\n# Methods and data source\n## California CORE districts and SEL survey constructs\n# Findings\n## Predictive value of within-student changes\n# Robustness and subgroup consistency","[{\"question\":\"What question does the study investigate about social-emotional skills?\",\"answer\":\"The study asks whether changes in reported social-emotional skills over time reflect true development or merely noise in students’ self-reports.\"},{\"question\":\"What data and setting are used for the analysis?\",\"answer\":\"The analysis uses large-scale data from California CORE districts, which administer common SEL surveys to students in Grades 4 through 12.\"},{\"question\":\"Which outcomes are predicted by longitudinal changes in self-reports?\",\"answer\":\"Within-student changes in self-reported social-emotional measures predict changes in state math and English language arts test scores as well as attendance.\"}]","Are Changes in Reported Social-Emotional Skills Just Noise? The Predictive Power of Longitudinal Differences in Self-Reports | PDF",1792069088,53]