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The report also describes a future-ready framing of “durable skills,” reviews employer evidence for high-demand social-emotional capabilities, and summarizes how states use graduate portrait frameworks to turn shared aspirations into actionable policies. 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SKILL DEVELOPMENT  \nMATTHEW N ATWELL, CIVIC  \nANDREW TUCKER, COLLABORATIVE FOR ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING (CASEL)  \nCivic is a bipartisan social enterprise firm that helps corporations, nonprofits, foundations, universities, and governments develop and spearhead innovative public policies to strengthen our communities and country. Created to enlist the private, public, and nonprofit sectors to help address our nation’s toughest problems, Civic fashions new initiatives and strategies that achieve measurable results in the fields of education, civic engagement, economic mobility, and many other domestic [policy issues.](policy issues. civicllc.com)[ ](policy issues. civicllc.com)[civicllc.com](policy issues. civicllc.com).  \nFounded in 1994, CASEL is a nonpartisan, nonprofit organization that first introduced the term social and emotional learning (SEL) . CASEL’s mission is to help make evidence-based SEL an integral part of education from preschool through high school. Today, it collaborates with leading experts and supports districts, schools, and states nationwide to drive research, guide practice, and inform policy. To learn more, visit [casel.org](casel.org).  \nACKNOWLEDGMENTS  \nThankyou to Pure Edge, Inc. for its generous support of this work.  \nPORTRAITS OF A GRADUATE  \n2  \nTABLE OF CONTENTS  \nIntroduction  \nWhat Is the Portrait of a Graduate?  \nHow States Are Using the Portrait of a Graduate to Advance Future Readiness  \nNevada-Portrait of a Learner  \nNorth Carolina-Portrait of a Graduate  \nUtah-Talent MAP  \nWashington-Profile of a Graduate  \nPennsylvania-Career Ready Skills  \nRecommendations  \nConclusion  \nReferences  \n4  \n5  \n6  \n8  \n9  \n10  \n12  \n14  \n15  \n17  \n18  \nINTRODUCTION  \nSince the passage of the Every Student Succeeds Act in 2015, which provides states with the opportunity to develop amore holistic look at student success in their accountability systems (without losing sight of academic achievement), state leaders have been developing policies on how best to prepare students to meet the demands of the future. Part of these efforts has entailed ensuring that students graduate from high school equipped with the knowledge and skills to succeed in college and career.  \nTo this end, research has shown that social and emotional learning (SEL) is an integral part of education, serving as a booster rocket for many of the indicators and outcomes measured in schools. Through evidence-based SEL, students increase their academic achievement; develop more positive beliefs about themselves; and improve their behaviors, skills, and competencies (Durlak et al., 2011; Taylor et al., 2017) . Further, students learn critical skills, attitudes, and knowledge pivotal for success in school, in their future lives and careers, and in community and civic engagement (DePaoli et al., 2018; Jones & Kahn, 2017) . Moreover, a series of surveys have indicated that students, parents, teachers, and administrators see the value of SEL in classrooms and communities and support further implementation across learning environments (Atwell et al., 2021; Atwell & Bridgeland, 2019; DePaoli et al., 2018; Flanagan et al., 2021;  \nLieberman, 2021) .  \nEmergent research has started to make the case that SEL is a key strategy for preparing students beyond high school, into college and career. Amidst the rapidly evolving future of work, the skills and competencies needed to be prepared for work and life—or to be “future-ready”—have become far less predictable. Despite this, social and emotional skills, also called “durable skills” throughout this report, remain evergreen, essential for youth to thrive in adulthood, both in their personal lives and the labor market.  \nOver the past five years, CASEL has worked to illustrate the essential role SEL skills play in future readiness. A recent scan of employer surveys and job listings confirmed that","cbCairFgwngXP2N8","https://ap.wps.com/l/cbCairFgwngXP2N8","pdf",2679803,"English","# Introduction\n## What Is the Portrait of a Graduate?\n## How States Are Using the Portrait of a Graduate to Advance Future Readiness\n## Nevada-Portrait of a Learner\n## North Carolina-Portrait of a Graduate\n## Utah-Talent MAP\n## Washington-Profile of a Graduate\n## Pennsylvania-Career Ready Skills\n# Recommendations\n# Conclusion\n# References","[{\"question\":\"What is a “portrait of a graduate” and what does it include?\",\"answer\":\"A statewide portrait of a graduate defines a shared vision for the skills and competencies students need to thrive in work, postsecondary education, community life, and personal life.\"},{\"question\":\"How does social and emotional learning support future readiness?\",\"answer\":\"Evidence-based SEL improves academic achievement and strengthens beliefs, behaviors, and competencies—skills described as “durable” and essential for adulthood and labor market success.\"},{\"question\":\"How did the report assess how states use graduate portraits?\",\"answer\":\"The report scanned all 50 states to identify statewide portraits or visions for high school graduates, then used the results to inform findings and recommendations.\"}]","PORTRAITS OF A GRADUATE - Strengthening Career and College Readiness Through Social and Emotional Skill Development | PDF",1792048838,48]