(How) do non-cognitive skills programs improve adolescent school achievement? Experimental evidence

Pedro Martins

Nova SBE Working Paper Series from Universidade Nova de Lisboa, Nova School of Business and Economics

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 e ects 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
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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https://run.unl.pt/bitstream/10362/82731/1/WP614.pdf

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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Persistent link: https://EconPapers.repec.org/RePEc:unl:unlfep:wp614

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