Understanding the Impact of Social Emotional Learning in Title I Schools
In collaboration with the Hawai’i Department of Education (HIDOE), this project will examine social-emotional learning (SEL) outcomes in economically disadvantaged schools in Hawai’i. Focusing on 12 high-performing Title I schools (spanning elementary, middle, and high school levels), the research will utilize both qualitative and quantitative data from interviews, observations, and surveys on SEL competencies, academic achievement, and behavioral indicators. The project will yield recommendations and high-level strategies for enhancing SEL implementation and to guide decision making conversations around SEL and the Hawai’i Multi-Tiered System of Support in the HIDOE.
Research Questions
1
How does the SEL of students in Title I schools compare to those in non-Title 1 schools?
2
What indicators of schoolwide SEL are in place in Hawaii Schools?
3
What is the difference based on the status of Socioeconomic disadvantaged, EL, SPED, Race/Ethnicity, gender
4
What is the relationship between the SEL of students and their Behavior?
5
What is the relationship between the SEL of students and their Attendance?
6
What is the relationship between variables related to the HMTSS (Academic, Behavioral, SEL, and Physical)
Partners
DOE Partner

Carey Tambio
Title I Program Manager
School Transformation Branch
COE Faculty Partner

COE Member

Lexie Beemer
Postdoc Fellow
Kinesiology