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

Detalhes bibliográficos
Autor(a) principal: Martins, Pedro S.
Data de Publicação: 2017
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10362/82731
Resumo: 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).
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spelling (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental EvidenceStudent achievementNon-cognitive skillsRCTGenderNon-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).Nova SBERUNMartins, Pedro S.2019-09-30T13:57:28Z2017-08-142017-08-14T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10362/82731engMartins, Pedro S., (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence (August, 2017). FEUNL Working Paper Series No. 614info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-03-11T04:36:42Zoai:run.unl.pt:10362/82731Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:36:12.076595Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
title (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
spellingShingle (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
Martins, Pedro S.
Student achievement
Non-cognitive skills
RCT
Gender
title_short (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
title_full (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
title_fullStr (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
title_full_unstemmed (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
title_sort (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
author Martins, Pedro S.
author_facet Martins, Pedro S.
author_role author
dc.contributor.none.fl_str_mv RUN
dc.contributor.author.fl_str_mv Martins, Pedro S.
dc.subject.por.fl_str_mv Student achievement
Non-cognitive skills
RCT
Gender
topic Student achievement
Non-cognitive skills
RCT
Gender
description 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).
publishDate 2017
dc.date.none.fl_str_mv 2017-08-14
2017-08-14T00:00:00Z
2019-09-30T13:57:28Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10362/82731
url http://hdl.handle.net/10362/82731
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv Martins, Pedro S., (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence (August, 2017). FEUNL Working Paper Series No. 614
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Nova SBE
publisher.none.fl_str_mv Nova SBE
dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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