Economics at your fingertips  

Targeting Noncognitive Skills to Improve Cognitive Outcomes: Evidence from a Remedial Education Intervention

Helena Holmlund and Olmo Silva

Journal of Human Capital, 2014, vol. 8, issue 2, 126 - 160

Abstract: We study an education intervention targeting underachieving pupils' noncognitive skills with the aim of improving attendance and cognitive outcomes. We evaluate the policy effect on test scores in national exams at age 16 exploiting repeated observations to control for unobservables. We find little evidence of improved cognitive outcomes. We further examine the policy impact on students' absences. Lacking repeated observations on this outcome, we simulate the effect of unobservables on attendance. While the intervention had beneficial effects on school presence, these did not translate to improved cognitive outcomes. Conversely, the policy generated positive spillover effects on nontreated students' test scores.

Date: 2014
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (8) Track citations by RSS feed

Downloads: (external link) (application/pdf) (text/html)
Access to the online full text or PDF requires a subscription.

Related works:
Working Paper: Targeting Non-Cognitive Skills to Improve Cognitive Outcomes: Evidence from a Remedial Education Intervention (2009) Downloads
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link:

Access Statistics for this article

More articles in Journal of Human Capital from University of Chicago Press
Bibliographic data for series maintained by Journals Division ().

Page updated 2019-04-02
Handle: RePEc:ucp:jhucap:doi:10.1086/676460