There has been a growing interest among districts and schools to expand their definition of student success to focus on the whole child, yet many still lack the measures needed to prioritize and inform this work. The CORE Districts, a group of districts in California committed to measuring and supporting an expanded definition of student success, have created a survey to identify the social-emotional strengths and needs for students in grades 4-12. This survey asks students about their perceptions of their own growth-mindset, self-efficacy, self-management, and social-awareness. Through Transforming Educations' "resources" and the "Assessment Work Group Assessment Guide," the survey is freely accessible to any school or district seeking to administer it. In this paper, we provide benchmarking data for this survey, including means and standard deviations by grade-level, subgroup and competency, from nearly half a million students in grades 4 through 12 across the CORE districts, who took the survey in the 2015-16 school year. This data allows practitioners to compare their aggregated data across grade-levels and subgroups for a given scale to the appropriate CORE benchmark data, in order to make inferences about their students' social-emotional competency and mindset development. This paper concludes with three concrete ways that practitioners can use benchmark data to target resources and supports needed most within their schools and districts, based on Transforming Education's work with schools and districts throughout the country.