As the fall issue of Policy Priorities illustrates, the research is clear: students need academic and social-emotional competencies for success in college, careers, and life. Yet, even as the U.S. education system begins implementing social and emotional learning (SEL) and shifting from high-stakes, test-based accountability, questions remain regarding the measurement and assessment of these skills and competencies. How can we integrate SEL into schools without educators experiencing "innovation fatigue"? How can state departments of education support SEL so that it flourishes in schools? Policy Priorities takes on these questions and more. Read the latest issue at www.ascd.org/policypriorities.