Connecting Social-Emotional Development, Academic Achievement, and On-Track Outcomes: A Multi-District Study of Grades 3 to 10 Students Supported by City Year Americorps Members 

A joint study between Johns Hopkins and City Year followed more than 38,000 students and found that one tier of growth in a student’s DESSA skills is associated with 1 year of academic gains.

Promoting Student Well-Being Through a Risk and Resilience Framework: Implications for Screening

This white paper explores how combining measures of student strengths with indicators of emotional and behavioral risk provides a more complete picture of student well-being. The findings show that using both perspectives improves early identification and more accurately predicts which students may need support, helping schools take a more proactive approach. 

The DESSA and ELA Outcomes Research Brief

This research brief explores how combining measures of student behavioral strengths with early reading data can improve predictions of end-of-year academic outcomes. Findings show that these skills add meaningful insight beyond traditional reading screeners, helping educators better identify students who may need additional support.

Growth on the DESSA is a Protective Factor Against Chronic Absenteeism

This white paper explores how growth in students’ behavioral strengths, as measured by the DESSA, is linked to reduced chronic absenteeism. An analysis of over 8,000 middle school students found that those with meaningful growth were significantly less likely to miss school, highlighting a powerful lever for improving attendance and engagement. 

Strengthen Intrapersonal and Decision-Making Skills in High School Students to Reduce Risk of Chronic Absenteeism

This white paper examines how key student strengths, especially intrapersonal and decision-making skills, are linked to reduced chronic absenteeism in high school. An analysis of more than 10,000 students found that those with stronger skills in areas like self-management, goal-setting, and personal responsibility were significantly less likely to miss school, highlighting practical pathways for improving attendance.