Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
Item
Title
Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning
Abstract/Description
This article presents findings from a year-long multilevel comparative case study exploring the characteristics of effective urban high schools. We developed a comprehensive framework from the school effectiveness research that guided our data collection and analysis at the four high schools. Using value-added methodology, we identified two higher and two lower performing high schools in Broward County, Florida. We found that the two higher performing high schools in the study had strong and deliberate structures, programs, and practices that attended to both students' academic and social learning needs, something we call Personalization for Academic and Social Emotional Learning. Because of the study's inductive focus on effectiveness, we follow our findings with a discussion of theories and prior research that substantiate the importance of schools? attention to the connection between students? academic and social emotional learning needs in high schools.
Date
In publication
Volume
52
Issue
6
Pages
1060-1092
Resource type
Research/Scholarly Media
Keywords
IRE Approach/Concept
Featured case/project
Primary national context
ISSN
0002-8312
Other related resources/entities
Citation
Rutledge, S., Cohen-Vogel, L., Osborne-Lampkin, L., & Roberts, R. L. (2015). Understanding Effective High Schools: Evidence for Personalization for Academic and Social Emotional Learning. American Educational Research Journal, 52(6), 1060–1092. https://doi.org/10.3102/0002831215602328
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