Under the Every Student Succeeds Act (ESSA), it is imperative that American public schools assess and improve not only academic but also non-academic measures of student learning such as socioemotional skills. The policy shift towards broad-based school accountability calls for reassessing school effectiveness from whole child development perspectives and addressing potential biases and limitations of conventional value-added measures (VAM). Through multivariate multilevel analyses of the Early Childhood Longitudinal Study-Kintergarten (ECLS-K): 2011 data, this study applies multi-objective value-added measures (MOVAM) approach to assess and improve school effectiveness for academic and socioemotional learning. The study results show different patterns of academic vs. socioemotional learning gains, and also weak correlations between school effects on the two types of learning outcomes. Nevertheless, the comparisons of academically and socioemotionally effective vs. ineffective schools imply that schools can and should improve both academic and socioemotional learning outcomes through synergistic improvement of key organizational and instructional conditions.

根据《每个学生都成功法案》（ESSA），当务之急是，美国的公立学校不仅要评估和改进学生的学术学习方法，而且还要评估和提高非学习性的学习方法，例如社会情感技能。政策向基础广泛的学校问责制转变，要求从整个儿童发展的角度重新评估学校的效能，并解决传统增值措施（VAM）的潜在偏见和局限性。通过对早期儿童纵向研究-幼儿园（ECLS-K）：2011年数据进行多变量多层次分析，本研究采用了多目标增值措施（MOVAM）方法来评估和提高学校在学术和社会情感学习中的有效性。研究结果显示，学术学习与社会情感学习的方式不同，以及学校对两种学习成果类型的影响之间的相关性也很弱。尽管如此，将在学术和社会情感方面与无效学校的比较表明，学校可以并且应该通过关键组织和教学条件的协同改善来改善学术和社会情感学习成果。