SEL Data

Part
01
of four
Part
01

SEL Spending

Unfortunately, there is no pre-compiled resource in the public domain that fully answers your question. However, we've used the available data to pull together key findings that social-emotional learning has been a big investment for U.S. schools with over $640 million total being spent per year. Of that, high schools spend $160 million per year.

Below you'll find an outline of our research methodology to better understand why the information you've requested is publicly unavailable, as well as a deep dive into our findings.

METHODOLOGY

We performed an extensive search of the public domain including publicly available market research reports, news articles, government databases, and industry publications/blogs.

HELPFUL FINDINGS

According to Transforming Education, the social-emotional learning amount spent in the United States is a huge number. The company indicated that over $640 million is being spent. The portion of that being spent on public high schools is $160 million, which equates to about $13 per student on SEL products. In addition, figures indicate that teachers spend about 5.5 hours per week at the high school on SEL for a total of another $20-$46 billion being spent by teachers on SEL (in public schools as a whole, not just high schools). This fact did indicate that 70% of this was at the elementary level.

The Collaborative for Academic Social and Emotional Learning (CASEL) originally partnered with eight districts in the United States to offer SEL services to its students. They have since expanded to ten. According to The Atlantic, some include Austin, Texas; Chicago, Illinois; Cleveland, Ohio; Nashville, Tennessee; Oakland, California; Anchorage, Alaska; and Washoe County, Nevada, Atlanta, Georgia; and El Paso, Texas. Each of these school districts is receiving $1.6 million from the NoVo Foundation in a 6-year period to provide SEL services. The source indicated there were also several smaller districts participating as well to provide services to over one million children.

CASEL also has Partnerships for SEL Initiatives (PSELI). These include Tacoma, Washington; Denver, Colorado; Tulsa, Oklahoma; Dallas, Texas; Palm Beach, Florida; and Boston, Massachusetts. The Wallace Foundation is providing each of those districts with grants from $1 million to $1.5 million to promote and provide SEL activities to each of the district's students.

While CASEL is a private company and information on any revenue is publicly unavailable, we were able to locate its sponsor foundations. Many of these provide funding to schools for promoting SEL.

1) 1440 Foundation
2) S.D. Bechtel Jr. Foundation
3) Einhorn Family Charitable Trust
4) Ewing Marion Kauffman Foundation
5) Institute of Education Sciences
6) McCormick Foundation
7) NoVo Foundation
8) Overdeck Family Foundation
9) Pure Edge, Inc.
10) Raikes Foundation
11) Robert Wood Johnson Foundation
12) Rockefeller Philanthropy Advisors
13) The Spencer Foundation
14) Stuart Foundation
15) The Wallace Foundation

TEACHEr SPEND

Teachers at the high school level are engaged in about 3.5 hours of in-classroom time and 2.0 outside the classroom on SEL. The range of $20-$46 billion per year is calculated via different methods which include averaging out the teacher salary and the number of hours they spent on SEL which comes to between $20-$27 billion and the amount spent on both classroom instruction and classroom resources which comes to between $33 and $46 billion.

STATE FUNDING

Data on exact spending for SEL in public schools was publicly unavailable, but we were able to locate spending criteria for all U.S. public schools. According to the NCES income and expenditures report it does list other services and while that does include all services and the amount totals over $8 billion, it is broken out by each state's expenditures. New York, California, Pennsylvania, and Florida had the greatest amount of expenditures to these other services.

Additionally, Edutopia provided an article on SEL funding for schools. It discussed how a great portion of the funding for SEL comes from the school district's local taxes. The article discusses several school districts and how much funding they raised to put towards SEL programs.

1) Lyndhurst, Ohio- Increased local taxes and raised $4.5 million to support educational programs over a three-year period.

2) The Boston Public Health Commission project raised $1 million to assist with funding of Open Circle in 23 Boston public schools.

3) The Illinois state board of education set forth K-12 SEL standards which helped secure $3 million in appropriations to put towards funding initiatives for the program.

CONCLUSION

Despite the limited capabilities of publicly available information on the percentage of U.S. public high schools that spend money on social-emotional learning programs, we've identified several of the districts that partner with CASEL and other foundations that provide SEL services with grants or other raised capital. These schools include Austin, Texas; Chicago, Illinois; Cleveland, Ohio; Nashville, Tennessee; Oakland, California; Anchorage, Alaska; and Washoe County, Nevada, Atlanta, Georgia; El Paso, Texas; Tacoma, Washington; Denver, Colorado; Tulsa, Oklahoma; Dallas, Texas; Palm Beach, Florida; and Boston, Massachusetts.
Part
02
of four
Part
02

SEL Programs: My Teaching Partner, Project Based Learning by Buick Institute for Education, School-Connect

This research covers My Teaching Partner, Project-Based Learning and School-Connect.

After investigating the profiles of each program, it was determined that all three provide professional development tools. My Teaching Partner primarily provides a professional development tool for teachers and coaches. BIE's Project-Based Learning on the other hand provides professional development for teachers, school leaders and district leaders. Finally, School-Connect provides professional development for the implementation of their program named "School Connect: Optimizing the High School Experience".

Some limitations were encountered in the duration of this research. Revenues quoted for instance, are not specific to the program. The three programs do not have published financial or annual reports. In addition, except for School-Connect, the programs do not provide information regarding pricing and cost information. My Teaching Partner specifically does not really charge schools for the implementation of the program. Most MTP projects are funded by institutions or the Department of Education.

CONCLUSION:

The spreadsheet contains all the detailed information regarding revenue, price, cost, geographic market and product type.
Part
03
of four
Part
03

SEL Programs: CHARACTERplus Way, Consistency Management & Cooperative Discipline, EL Education, Facing History and Ourselves

I have provided detailed analyses of these four SEL programs: CHARACTERplus Way, Consistency Management & Cooperative Discipline (CMCD), EL Education, and Facing History and Ourselves in the attached spreadsheet (rows 3-6).

In the spreadsheet, I have analyzed the aforementioned programs, their revenue figures and sources i.e., a breakdown of the revenue figures, the geographic markets served by the program in terms of states, schools, and/or number of students, and key pricing and per unit cost metrics where available. I have also indicated N/A where the requested information could not be found and included all sources in column I of the spreadsheet.

Below you will find a basic overview of each program's revenue and geographic reach, with the detailed analysis in the attached spreadsheet.

CharacterPlus Way

In the financial year 2015/16, CharacterPlus generated a total revenue of $1,033,236 with CharacterPlus Way constituting 2% of the total amount. The program serves public, public charter and private schools in the state of Missouri and in parts of Illinois and Kansas and its membership comprises 600 schools, 30,000 teachers and 300,000 students.

Consistency Management & Cooperative Discipline

According to their site, Dr. H. Jerome Frieberg, the Director and Founder of the Consistency Management & Cooperative Discipline Project investigates over $20,000,000 since 2000. Also, the CMCD Program can be seen in several elementary schools in Houston, Texas. According to the University of Houston, CMCD Program influences over 31,000 Houston-area elementary students.

EL Education

In 2016, EL Education had a revenue of $25,728,618. The program network features 152 schools in 30 states with 50,000 students and is used across 44 states by over 40,000 teachers and has been downloaded over 8,000,000 times.

Facing History and Ourselves

According to the 2016 financial year, Facing History Ourselves generated revenues from three main sources namely: Contributions (90.6%) $19,277,348, Fees and Sales (5.0%) $1,052,961, and Endowment (4.4%) $941,410. The program has a global footprint and features over 100 partner schools network reaching more than 40,000 students.

CONCLUSION

To wrap it up, I have provided detailed analyses of these four SEL programs: CHARACTERplus Way, Consistency Management & Cooperative Discipline (CMCD), EL Education, and Facing History and Ourselves in the attached spreadsheet (rows 3-6), their revenue information, program details, program geographic reach, and cost and pricing models.
Part
04
of four
Part
04

SEL Programs: TestEdge, The Fourth R, Wyman's Teach Outreach

An analysis of TestEdge, The Fourth R, and Wyman's Teen Outreach Program has been completed on the attached spreadsheet. Below is a summary of the results and limitations.

Results

I was able to find the type of program, program pricing, and general geographic markets for all three programs. In general, the three organizations that run these programs are focused on helping teens develop social-emotional skills like managing test anxiety, goal-setting, fostering healthy relationships, coping with bullying, problem-solving, decision-making, and building empathy. They are non-profit groups that provide either products like CDs and workbooks or services like trainings and workshops to students, teachers, parents, schools, and school districts. The information related to these areas has been entered into rows 10-12 of the spreadsheet.

Limitations

Financial information was only available for TestEdge's organization, HeartMath and for Teen Outreach Prgoram's (TOP) organization Wyman. The Fourth R's organization, the Western Centre for School Mental Health in Canada, has not published an annual report and there were no media mentions of financial statements for the Fourth R's revenue streams.

The annual reports for HeartMath and Wyman did not break down their revenues based on product, although HeartMath did break it down by license fees/royalties and learning programs/sales. This helped narrow down the unit economics in column H, but I was still unable to find the exact cost to provide either the TestEdge or TOP program to schools versus the cost charged. I did provide the difference between revenue and expenses for each company, though, as this was the only information available in the annual reports.

Wyman's annual report did not break down the revenues by revenue stream, but it did provide percentages, so I was able to calculate the amount of revenue for each stream by multiplying the total revenue ($7,489,621.00) by 0.45 for contributions ($3,370,329.45), by 0.40 for earned revenue ($2,995,848.40), by 0.08 for United Way ($599,169.68), by 0.04 for events ($299,584.84), and by 0.03 for investments ($224,688.63).

Please note that the revenues in column C are for the entire HeartMath and Wyman organizations and not just for their programs. There was no breakdown available by program in the annual reports or elsewhere.

Neither TestEdge nor The Fourth R programs listed their geographic focus on their websites. However, using testimonials, media mentions, and press releases, I was able to find examples of where these programs have been implemented.

Conclusion

TestEdge, The Fourth R, and Wyman's Teen Outreach Program are three SEL programs currently offered in Canada and the United States, with TestEdge and The Fourth R branching out globally.
Sources
Sources

From Part 04