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

Pedro Martins

No 81, Working Papers from Queen Mary, University of London, School of Business and Management, Centre for Globalisation Research

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 relatively short bi-weekly individual or small-group non-cognitive mediation meetings with students selected based on their low school achievement. Our RCT estimates, covering nearly 3,000 7th- and 8th-grade students across over 50 schools and 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, and when the program mediator is of the same gender as the student.

Keywords: Exports of services; unemployment; labour reforms (search for similar items in EconPapers)
JEL-codes: I20 I24 J08 (search for similar items in EconPapers)
Date: 2017-04
New Economics Papers: this item is included in nep-edu, nep-neu and nep-ure
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Citations: View citations in EconPapers (3)

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http://cgr.sbm.qmul.ac.uk/CGRWP81.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:cgs:wpaper:81

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