Does Reclassification Change How English Learners Feel About School and Themselves? Evidence From a Regression Discontinuity Design
By Monica G. Lee and James G. Soland
Educational Evaluation and Policy Analysis; 2022; Volume 45, Issue 1
If you are interested in exploring the SEL constructs described in this study, the researchers offer more comprehensive definitions in the following link: Supplementary Online Materials. This document also contains a copy of the student survey used to measure student perceptions in connection with self-management, growth mindset, self-efficacy, and social awareness.
Reflection Questions and Next Steps
- Read the “The Importance of SEL Skills to Academic Outcomes” and “SEL Skills Among ELs” sections. Were you aware of the stigma some students attach to being an EL? What about the evidence that EL students recognize and internalize lowered expectations from teachers? How might you address this in your classroom?
- In the “SEL Skills Among ELs” section, research is highlighted that shows “ELs have more negative academic attitudes and self-beliefs compared with non-ELs” and that “ELs are more likely to have fixed mindsets about their academic success” when compared to their peers. Have you seen evidence of this in your school or classroom? What would you need to help change that?
- Do your teachers have access to SEL-related professional development? Do you have policies in place that help educators address their students’ SEL-related needs? What are they? After reading this paper, what would you like to change about them?
- Were you aware of the research showing links between student SEL skills and factors like gender, economic status, and age? What kind of stereotypes do you think your students face that might impact how they see themselves or their academic work? What can you do to change that?