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Considering the context: Generalizing noncognitive scores across student groups

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ADDITIONAL READING 1) The Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org 2) Anderson, C., Turner, A. C., Heath, R. D., & Payne, C. M. (2016). On the meaning of grit…and hope…and fate control…and alienation…and locus of control…and…self-efficacy…and…effort optimism…and…. Urban Review, 48, 198–219. https://link.springer.com/article/10.1007/s11256-016-0351-3 3) Rowe, H. L., & Trickett, E. J. (2018). Student diversity representation and reporting in universal school-based social and emotional learning programs: Implications for generalizability. Educational Psychology Review, 30, 559–583. https://link.springer.com/article/10.1007%2Fs10648-017-9425-3 4) Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. Future of Children, 27, 117–136. https://muse.jhu.edu/ article/720676 4 SEPT/OCT 2020 RESEARCH BRIEF: Considering the Context

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