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Titel
(How) do non-cognitive skills programs improve adolescent school achievement? : experimental evidence / Pedro S. Martins (Queen Mary University of London, NovaSBE and IZA) ; IZA Institute of Labor Economics
Weitere Titel
Do non-cognitive skills programs improve adolescent school achievement?
VerfasserMartins, Pedro S. In der Gemeinsamen Normdatei der DNB nachschlagen
KörperschaftForschungsinstitut zur Zukunft der Arbeit In der Gemeinsamen Normdatei der DNB nachschlagen
ErschienenBonn, Germany : IZA Institute of Labor Economics, August 2017
Ausgabe
Elektronische Ressource
Umfang1 Online-Ressource (30 Seiten) : 1 Illustration, 1 Diagramm
SerieDiscussion paper ; no. 10950
URNurn:nbn:de:hbz:5:2-137196 Persistent Identifier (URN)
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 Das Dokument ist frei verfügbar.
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(How) do non-cognitive skills programs improve adolescent school achievement? [0.54 mb]
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Zusammenfassung

Non-cognitive skills programs may be an important policy option to improve the academic outcomes of adolescents. In this paper, we evaluate experimentally the EPIS program, which is based on bi-weekly individual or small-group non-cognitive mediation short meetings with low-performing students. Our RCT estimates, covering nearly 3,000 7thand 8th-grade students across over 50 schools and a period of two years, indicate that the program increases the probability of progression by 11% to 22%. The effects are stronger amongst older students, girls, and in language subjects (compared to maths).