This study evaluated the degree to which a range of social emotional learning skills-academic selfefficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress-could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban school district, we found that high school students classified as performing in the lowest 25% of their grade reported lower social emotional skills than students classified in the top 25% of academic performers by the end of the 8th grade. Two variables, perceived importance of attending college and psychological and physical stress, accounted for nearly 26% of the variance in cumulative high school GPA after controlling for 9th-grade GPA. Finally, the results indicated that a combination of 5 social emotional learning subscales effectively discriminated between students making positive progress towards high school graduation and those identified as having dropped out of or failed more than 14% of their courses.Middle and high schools optimize youth development when educators personalize educational and social emotional learning opportunities for the changing needs of youth (Battistich, 2010; . Social emotional learning is the ability to acquire and apply the knowledge and skills necessary to comprehend, manage, and articulate social and emotional information that is associated with social behaviors such as maintaining positive relationships, recognizing emotions, and making Correspondence should be addressed to Alan Davis,
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