(How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence

Pedro Martins

No 10950, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: 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 7th and 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).

Keywords: student achievement; non-cognitive skills; RCT; gender (search for similar items in EconPapers)
JEL-codes: I20 I24 J08 (search for similar items in EconPapers)
Pages: 32 pages
Date: 2017-08
New Economics Papers: this item is included in nep-edu, nep-exp, nep-neu and nep-ure
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Citations: View citations in EconPapers (3)

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Related works:
Working Paper: (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence (2017)
Working Paper: (How) do non-cognitive skills programs improve adolescent school achievement? Experimental evidence (2017)
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