Current CASEL Research

Collaborating Districts Initiative (CDI) Evaluation
Funding Source: Novo Foundation (Grant ID: 13-00472)

Through the first-of-its-kind Collaborating Districts Initiative (CDI), CASEL and NoVo Foundation have engaged eight large school districts in the United States to plan for and implement districtwide SEL. The CDI is the only large-scale strategic effort promoting systemic SEL in the country. It recognizes that positive student outcomes depend on improving classrooms and schools, which in turn depends on improving districtwide capacities and conditions. Casel works closely with experts in the fields of practice, research, policy, and communications to develop a model and supporting tools to bring SEL into every classroom across the country.

Learn more about the CDI >>

Comprehensive Strategies to Promote Social and Emotional Learning in Schools (CPSEL)
Funding Source: U.S. Department of Education (Grant ID: U411C130091)

Through this U.S. Department of Education Investing in Innovation (i3) grant, CASEL is launching a study in the Chicago Public Schools (CPS) to assess the impact of classroom-based SEL compared to classroom-based SEL that is integrated schoolwide. The study will determine if CASEL’s schoolwide approach to supporting SEL has the power to transform low-performing schools and improve their students’ academic performance. Implemented in 28 CPS schools, this is the most ambitious application and study of current systemic SEL. Ultimately the project may serve as a replicable model.

CASEL Program Reviews of Effective Social and Emotional Learning Programs
Funding Source: 1440 Foundation

The 1440 Foundation generously supports the development and publication of CASEL reviews of evidence-based SEL programs, most notably the 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition. The 2013 CASEL Guide: Effective Social and Emotional Learning Programs is a consumer-friendly guide to identifying school-based programs that successfully promote elementary students’ self-control, relationship building, and problem solving, among other social and emotional skills. This project will develop a similar guide focused on middle and high school grades.

Researcher-Practitioner Partnerships in Education Research Grant
Funding Source: Institute of Education Sciences (Grant ID: R305H130012)

The Institute of Education Sciences (IES), the research arm of the U.S. Department of Education, recently embarked on a new initiative, “Researcher-Practitioner Partnerships in Education Research,” to support new or existing partnerships to carry out initial education research and develop plans for further research. In 2013 CASEL was one of six grantees nationwide to receive funding through the first round of these grants. With IES support, CASEL is partnering with the Washoe County School District in Reno, Nev. to create a monitoring system that includes SEL indicators that can be used to develop preventive SEL interventions. Initial project goals include: (a) develop reliable and valid teacher and student self-report SEL measures that are appropriate for use in educational decision-making, (b) validate these measures by testing whether they predict academic outcomes, and (c) examine whether SEL indicators reduce risk factors related to student academic outcomes. The project will culminate in the development of a new IES grant to address additional goals.

Connecting Mathematics Content and Social and Emotional Learning to Instruction
Funding Source: Noyce Foundation

In 2013, CASEL received a grant from the Noyce Foundation for a collaboration with the Charles A. Dana Center at the University of Texas at Austin. This project focuses on the intersection between SEL and the Common Core State Standards for mathematics. Specifically, it will develop tools and techniques to promote SEL in eighth- and ninth-grade algebra, which for many students represents a critical gateway to high school success. The goals of this two-year project are (1) to create a vision of what classrooms focused on mathematics content and SEL should look like and (2) to develop tools that help educators assess instructional practice and student SEL competencies.

Data and Continuous Improvement for Systemic Social and Emotional Learning
Funding Source: Spencer Foundation

The Spencer Foundation investigates ways in which education can be improved worldwide. Through research, fellowships, and training programs, the foundation supports high-quality education investigations and a strong education research community. In 2013 Spencer awarded CASEL a grant to support the creation of a model SEL dashboard that will guide school and district implementation of SEL. The dashboard will contain user-focused reports so the resulting data is meaningful and can translate into actions. In collaboration with the Washoe County School District (Reno, Nev.) and complementing the recently awarded IES Researcher-Practitioner Partnership grant (see above), the project will provide district and school leaders with timely access to research-based data on SEL implementation. The SEL dashboard will serve as a model for districts nationwide, enabling educators to bring SEL into the forefront of district dialogue.