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(How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence
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Resumo(s)
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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Student achievement Non-cognitive skills RCT Gender
Contexto Educativo
Citação
Martins, Pedro S., (How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence (August, 2017). FEUNL Working Paper Series No. 614