Social and Emotional Learning in Educational Settings
The section on Social and Emotional Learning in Educational Settings encourages submissions that advance knowledge of school climate, classroom social processes, teaching practices, and intervention programs that promote social and emotional skill development and well-being from preschool through adulthood. Studies may target a wide variety of student outcomes, including motivation and engagement, grit, growth mindset, social, emotional and self-regulatory skills, behavioral functioning and mental health. Proposals that expand the discourse on social and emotional learning to include teacher development and well-being, and their role in promoting supportive school experiences for students, are encouraged.

Classroom Instruction
The Classroom Instruction section invites research that examines the types of instructional approaches that influence educational trajectories, from the preschool period through secondary school. This includes investigations focused on the development, implementation, and efficacy of classroom practices, as well as evaluations of specific interventions or programs. We welcome research examining instruction and instructional outcomes across content areas, including literacy, STEM, and social sciences. Consistent with the conference theme, we encourage proposals describing rigorous research that employs innovative and novel approaches, particularly those with relevance to practice. These studies may simultaneously document and evaluate instructional approaches, shedding light on implementation processes and outcomes. Proposals that identify key ingredients to inform scaling and that address issues of sustainability will receive priority.

Effects of Educational Policies
The section on the Effects of Educational Policies encourages submissions designed to yield clear and specific evidence on the impact of interventions intended to improve educational settings and outcomes. Findings should be supported by rigorous methods and designed to encourage communication among practitioners, policy-makers and researchers. Submissions will be given special consideration when they address prominent questions currently in the public discourse. Evaluations of interventions that yield null findings are of interest, provided they offer useful implications for policy.

Research <—> Practice
The Research <—> Practice section recognizes the variety of growing efforts to link research and practice: researcher-practitioner partnerships, advancements in implementation and improvement research, and studies of scaling and replication of evidence-based interventions in real-world settings. We invite submissions that use these structures in conjunction with rigorous research designs and analytic techniques. Abstracts should offer clear examples of past efforts or future plans to ensure practitioners may apply, or learn from, research results, including null findings, and use evidence to create or alter policy or practice. Submissions that explore what has, and has not, succeeded, and processes suitable for evaluation, are encouraged.

Education and Life Cycle Transitions
The Education and Life Cycle Transitions section invites submissions examining policies, programs, and practices designed to understand and support student transitions, from early childhood education through post-secondary settings. Studies of innovative approaches to youth development services, counseling, out-of-school activities, remediation, dual enrollment, alternative pathways to high school and college graduation, routes to postsecondary education for non-traditional students, career and technical education, and college access and success, are encouraged. Studies and presentations that describe collaborations among researchers, practitioners, and policymakers that explicate transitions and facilitate effective and scalable action will align well with the conference theme.

Educational Effectiveness in Global and Immigration-Related Contexts
The section on Educational Effectiveness in Global and Immigration-Related Contexts encourages submissions that explore the effectiveness of education interventions at all levels, including early childhood, primary, secondary, vocational/technical, and post-secondary education in: (1) non-U.S. contexts or (2) in relation to immigration in either a U.S. or global context. In the global arena, studies originating in low- and middle-income countries, as well as high-income countries other than the United States, are of particular interest. Research in non-U.S. settings will be matched with U.S.-based studies in conference sessions across the relevant conference sections, in order to facilitate bi-directional learning. In the area of migration and immigration, studies relevant to immigrant populations, in either the United States or non-U.S. contexts, are encouraged. Studies relating immigration policy to educational outcomes, or those relating education policy and programs to impacts on immigrant-origin populations, are welcome.

Research Methods
The Research Methods section encourages the presentation of new methods, or extensions of existing methods, in the areas of research design, measurement, and statistical analysis, that address problems of causal inference in educational research. Consistent with the conference theme, proposals that demonstrate the application of the methodological innovation to improve the design, implementation, and analysis of efficacy and scale-up studies, are of particular interest.