Funded by Hewlett Foundation, SCALE seeked to learn:
1) how school staff, stakeholders, and students articulate the social-emotional competencies that are valued in their school contexts, and how those valued SEL competencies are developed and assessed/monitored;
2) whether objective evidence of students’ SEL competencies can be collected and analyzed to provide educators a way to monitor students' progress and make adjustments in their instruction/program;
3) whether the collected evidence of students' SEL competencies has a relationship with student outcomes valued by the school; and
4) the relationships among language development, social-emotional learning, and academic outcomes.