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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.
KörperschaftForschungsinstitut zur Zukunft der Arbeit
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 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
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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).