Education Week - July 19, 2017 - 23

"

Traditional school
structures keep
schools highly
dependent on the
social capital
students bring to
their classrooms."

PAUL HILL is the founder of the Center on Reinventing
Public Education and a research professor at the University
of Washington Bothell.

In a recent spirited Commentary,
Chester E. Finn Jr. took aim at the
"faux psychology" undergirding
the social-emotional-learning
movement. Education Week
received a host of letters in
response to Finn's June 21 essay,
"The Dirt-Encrusted Roots of
Social-Emotional Learning."
While most readers jumped to
the defense of teaching students
about emotions, relationships,
and problem-solving, others
encouraged a more cautious
approach to the trend.

SEL Alone Is Not a Panacea
To the Editor:
As the person who developed the conceptual
framework for what is now one of the most popular
social-emotional-learning curricula in the world
(Second Step), I made the decision 32 years ago not
to include self-esteem training in that researchgrounded program. Here's why: There's no evidence
it's directly teachable. If it were, every 4-year-old
who ever watched Mr. Rogers would be brimming
over with it. Social-emotional learning is not selfesteem rebranded, nor is it a hoax, as Chester E.
Finn Jr. suggests. It is only a partial truth. Anything
that is partial but presented as the whole is, by its
very nature, false.
To the degree that social-emotional learning
has been peddled as the entire solution to school
failure, or even to all behavioral problems at school,
it's false. To the degree that SEL is promoted as
one part of a much larger effort in the school and
life success for all students, it is as deeply true,
evidence-based, and essential as phonics is to
reading.
I share Finn's concern that SEL sometimes seems
"awash in the self." I happen to agree that the
somewhat myopic focus needs to be rebalanced.
SEL, when it is taught right, is enhanced with
character education and explicit teaching of the
values of democracy: fairness, honesty, integrity,
appreciation for differences, and equity. It is also
enhanced when it is specifically linked both to the
understanding of personal trauma and to the justice
issues that underlie so much of our social conflicts
and inequities.

KARIN CHENOWETH is writer-in-residence at
the Education Trust and author of the recently
released Schools That Succeed: How Educators
Marshal the Power of Systems for Improvement
(Harvard Education Press).

week throughout the West and Midwest and
often hear how popular it is with teachers and
some families who enjoy a day off or the ability
to take advantage of the long weekend. We also
hear how rural district leaders are finding that
teachers like it so much that returning to a fiveday week would be politically difficult, no matter
what happens to revenues or how it affects student outcomes.
At a time when rural and small-town communities are suffering in many ways, nobody should be
complacent about actions that could make things
worse. Some localities might look at all the facts
and decide that a four-day week will work for
their students. That's their right in an era of local
control. But governors and state superintendents
of education need to make sure local communities look at real numbers and don't jump blindly
onto a bandwagon that they might never be able
to get off.
It would help if states, starting with Oklahoma,
increased funding to rural districts to make up for
purchasing power lost since the 2008 recession.
States could also eliminate requirements like
class-size caps that districts can't afford or comply
with, but which cause them to keep their teacher
counts up even as everything else crumbles. n

SOCIAL-EMOTIONAL LEARNING IN THE SPOTLIGHT

Getty

decades-long march through outdated
textbooks and poorly thought-through
worksheets. Their instruction-isolated,
autonomous, and idiosyncratic-went
unchallenged by the school's traditional
structure. That is to say, the school had
no systems to make sure teachers knew
what state standards required students
to know, no systems to identify students
who had not mastered standards, and no
systems to hone teachers' individual expertise and collaborate with other teachers to improve instruction. On average,
students who didn't have the vocabulary,
background knowledge, or organizational
wherewithal to compensate for the weak
school structures did not fare well. Conscientious teachers helped individual
students, but could not by themselves
change the school's academic trajectory.
In contrast, unexpected schools have
system after system to marshal the
power of schools-systems as prosaic as
master schedules that permit uninterrupted instruction and teacher collaboration-to help teachers work together
and focus on the best ways to teach what
students need to know. Most important,
they have systems of information that
let the adults in the school know what is
working and what isn't so they can continually adjust their practice.
These systems don't require enormous amounts of money. What they do
require is thoughtful professionalism
on the part of educators and school staff
who are given the time, knowledge, and
resources to work together in a quest to
ensure that every student is successful.
That should be within the grasp of every
school in the country. n

Alice Ray
Co-founder and CEO
Ripple Effects
Alameda, Calif.

Research: Happy Students Thrive
Getty

Every year, seven full-period classroom
observations by teachers, department
heads, and administrators help teachers reflect on their practice and build a
culture where they work together to better engage their students in challenging
material. And by continually looking at
grades, test scores, and attendance and
discipline data, teachers and administrators monitor how students are doing so
that they can adjust instruction accordingly.
Unexpected schools like Malverne demonstrate the power schools hold to overcome barriers of poverty and discrimination-something traditionally organized
schools seem to find insuperable-by
breaking down long-standing structures
of autonomous practice.
As Elmore wrote, traditional school
structures keep schools highly dependent on the social capital students bring
to their classrooms, allowing schools
that serve a majority of middle-class
and upper-middle-class families to appear reasonably successful. But if they
begin enrolling low-income students or
new immigrants, they are often exposed
as schools that were not "good" in and of
themselves. Rather, they had relied on
the strength of their wealthier students'
vocabulary and background knowledge,
and parents' ability to provide extra help.
Unfortunately, the common assessment
is that low-income students and students
of color cause schools to "go downhill."
I saw how this worked in the high
school my children attended. The once
predominantly white, middle-class school
had experienced a large increase in lowincome students and students of color
whose families had been drawn to the
area, partly by the good reputation of
the schools.
Many teachers blamed the ensuing
drop in academic achievement on the
new students, while continuing their

LETTERS to
the EDITOR

To the Editor:
As most would agree, when students develop
social-emotional skills and attend schools that are
safe, engaging, and participatory, they do better
academically and lead healthier and happier lives.
Contrary to what Chester E. Finn Jr. writes, there
is a strong scientific foundation documenting the
benefits of social-emotional-learning approaches
that strive to foster these outcomes.
Penn State psychologist Mark T. Greenberg
and his colleagues summarized several
research reviews of school-based prevention
and youth-development programs. Their
benefits include improved interpersonal skills,
peer and adult relationships, and academic
achievement. Problem behaviors, such as
misbehavior at school, truancy and dropout,
alcohol and drug use, and high-risk sexual
PAGE 24 >

EDUCATION WEEK | July 19, 2017 | www.edweek.org | 23


http://www.edweek.org

Education Week - July 19, 2017

Table of Contents for the Digital Edition of Education Week - July 19, 2017

Education Week - July 19, 2017
New Union Battlefield: Charters
Thousands of ELLs Fall Short On Test of Language Skills
Clash Over Study Involving Sign Language
More Schools Battle Poverty, But Should They?
News in Brief
Report Roundup
Social-Emotional-Learning Researchers Seek Educator Input
Principals Are Loath to Give Their Teachers Bad Ratings
Is There Really a ‘Skills Gap’?
Facebook CEO Mark Zuckerberg and his wife, pediatrician Priscilla Chan, have launched an initiative to support students’ academic and social-emotional needs.
Personalized Learning Gets a Fresh Push
Personalized Learning: ‘A Cautionary Tale’
K-12 Funding Entangled in States’ Budget Drama
States Bristle as Ed. Dept. Rolls Out ESSA-Plan Feedback
Health-Care Overhaul: The States for K-12
K-12 and the U.S. Supreme Court: 2016-17 Term
K-12 Panel Advances Budget Bill
Paul Hill: Beware the Four-Day School-Week Trap
Karin Chenoweth: What ‘Unexpected’ Schools Do That Other Schools Don’t
Letters
TopSchoolJobs Recruitment Marketplace
Megan Coval: If the Trump Administration Moves Student Loans, What Does It Need to Know First?
Education Week - July 19, 2017 - More Schools Battle Poverty, But Should They?
Education Week - July 19, 2017 - 2
Education Week - July 19, 2017 - 3
Education Week - July 19, 2017 - News in Brief
Education Week - July 19, 2017 - Report Roundup
Education Week - July 19, 2017 - Social-Emotional-Learning Researchers Seek Educator Input
Education Week - July 19, 2017 - Principals Are Loath to Give Their Teachers Bad Ratings
Education Week - July 19, 2017 - Is There Really a ‘Skills Gap’?
Education Week - July 19, 2017 - 9
Education Week - July 19, 2017 - Personalized Learning Gets a Fresh Push
Education Week - July 19, 2017 - Personalized Learning: ‘A Cautionary Tale’
Education Week - July 19, 2017 - 12
Education Week - July 19, 2017 - 13
Education Week - July 19, 2017 - 14
Education Week - July 19, 2017 - 15
Education Week - July 19, 2017 - 16
Education Week - July 19, 2017 - 17
Education Week - July 19, 2017 - States Bristle as Ed. Dept. Rolls Out ESSA-Plan Feedback
Education Week - July 19, 2017 - Health-Care Overhaul: The States for K-12
Education Week - July 19, 2017 - K-12 and the U.S. Supreme Court: 2016-17 Term
Education Week - July 19, 2017 - K-12 Panel Advances Budget Bill
Education Week - July 19, 2017 - Karin Chenoweth: What ‘Unexpected’ Schools Do That Other Schools Don’t
Education Week - July 19, 2017 - Letters
Education Week - July 19, 2017 - 24
Education Week - July 19, 2017 - 25
Education Week - July 19, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - July 19, 2017 - 27
Education Week - July 19, 2017 - Megan Coval: If the Trump Administration Moves Student Loans, What Does It Need to Know First?
Education Week - July 19, 2017 - CW1
Education Week - July 19, 2017 - CW2
Education Week - July 19, 2017 - CW3
Education Week - July 19, 2017 - CW4
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