Core Districts Social Emotional Learning Survey

General Information on the Measure
Purpose of the measure

The Core Districts Social Emotional Learning Survey measures four social-emotional competencies: growth mindset, self-efficacy, self-management, and social awareness. They were designed to be a central component of the CORE districts' school quality improvement system.

Main constructs measured

Intrapersonal competencies; Interpersonal competencies

Applicable grade levels

Grades 4-12

Publication year for the most recent version


Year originally developed


Related measures
Measure Administration


Method of administration


Number of items


Item format

Five-point Likert-type scale

Administration time

Fewer than 20 minutes

Available languages


Fee for use Free and publicly available
Credentials required for administration


Overall score reporting

The overall score is reported.

Subscore reporting

There are four subscores:

  • Self-management
  • Growth mindset
  • Self-efficacy
  • Social awareness
Scoring procedures

The measure is self-scored.

Interpretive information

School reports include two-year trends and comparisons with other schools and districts.

Evidence of Technical Quality
Populations for which technical quality evidence has been collected

Evidence collected from students across five districts from the 2014-2015 academic year (N=378,456).

Reliability evidence

Internal consistency (alpha) estimates range from 0.70 to 0.86 (West et al., 2017). One-year test-retest reliability coefficients range from 0.22 to 0.53. Intraclass correlations were estimated to appraise reliability of overall school scores. ICC estimates range from 0.03 to 0.08 (Hough et al., 2017).

Validity evidence
Evidence based on content
Developers used an expert panel to curate a set of student self-report surveys. Draft scales were provided to district staff members for feedback and comment.
Evidence based on response processes
Items were pilot tested with 9,000 students and 300 teachers in 18 schools. Multiple survey forms were administered, and final item selection was determined based on reliability and correlations with academic and behavioral outcomes (West et al., 2017).
Evidence based on internal structure
No information is available in the references reviewed.
Evidence based on relations with other variables
School-average scores correlated positively with measures of academic performance (GPA and state test scores) and negatively with indicators of behavior (the percentage of students receiving suspensions and average absence rates) (West et al., 2017).
Locating the Measure
Obtaining a copy of the measure

West, M. R., Buckley, K., Krachman, S. B., & Bookman, N. "Development and implementation of student social-emotional surveys in the CORE Districts," Journal of Applied Developmental Psychology, 2017.

West, M. R. "Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California's CORE districts," Evidence Speaks Reports, Vol. 1, No. 13, 2016.

Hough, H., Kalogrides, D., & Loeb, S. "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement," 2017.


The CORE Districts (referred to as CORE) is a consortium of nine school districts in California. These districts are: Fresno, Garden Grove, Long Beach, Los Angeles, Oakland, Sacramento, San Francisco, and Santa Ana Unified School Districts.

This measure is also reviewed in the AWG Guide.

Measure summary updated October 3, 2018.