The balanced development of cognitive and noncognitive skills is crucial not only for well-rounded child development in schools but also for career and life success. Unlike academic learning standards, however, there are rarely comparable "socioemotional learning" (SEL) standards. Under the pressure of high-stakes testing policies ("educational accountability 1.0") during the No Child Left Behind Act (NCLB) era, public schools paid more attention to academic performance in core subjects as measured by standardized test scores at the expense of subjects that are not assessed. The Every Student Succeeds Act (ESSA), which replaced NCLB in 2015, gives state policymakers opportunities to redesign educational accountability systems and incorporate nonacademic measures. While the Common Core State Standards (CCSS) introduced more rigorous curriculum standards and assessments, the full and accurate measurement of academic progress was hindered by a test opt-out movement. This study applies mixed methods to assess states' standards and measures for children's socioemotional learning. Drawing on state policy documents, survey measures, and the National Survey of Children's Health (NSCH) data, the study explores the SEL standards policy movement, and the standards' potential impact and challenges. In light of broad-based educational mission and policy shifts under the ESSA, this study helps fill the knowledge gap in school accountability policy. The premise of this study is that systemic improvement of a child's social ecology -- including family, school, and neighborhood environment -- should work in tandem with SEL standards and measures, particularly for high-risk children who are vulnerable due to multiple environmental disadvantages.