Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling

Autor/inn/en	West, Martin R.; Kraft, Matthew A.; Finn, Amy S.; Martin, Rebecca E.; Duckworth, Angela L.; Gabrieli, Christopher F. O.; Gabrieli, John D. E.
Titel	Promise and Paradox: Measuring Students' Non-Cognitive Skills and the Impact of Schooling
Quelle	In: Educational Evaluation and Policy Analysis, 38 (2016) 1, S.148-170 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373715597298
Schlagwörter	Grade 8; Student Characteristics; Self Control; Persistence; Adolescent Development; Correlation; Attendance Patterns; Student Behavior; Scores; Charter Schools; Public Schools; Accountability; School Districts; Personality Measures; Questionnaires; Student Attitudes; Likert Scales; Mathematics Achievement; Reading Achievement; Language Arts; Grade 4; Regression (Statistics); Massachusetts; Massachusetts Comprehensive Assessment System + Suchen Sie Ihr Suchwort? School year 08; 8. Schuljahr; Schuljahr 08; Selbstbeherrschung; Ausdauer; Korrelation; Student behaviour; Schülerverhalten; Charter school; Charter-Schule; Public school; Öffentliche Schule; Verantwortung; School district; Schulbezirk; Fragebogen; Likert-Skala; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Sprachkultur; School year 04; 4. Schuljahr; Schuljahr 04; Regression; Regressionsanalyse; Master-Studiengang
Abstract	We used self-report surveys to gather information on a broad set of non-cognitive skills from 1,368 eighth graders. At the student level, scales measuring conscientiousness, self-control, grit, and growth mindset are positively correlated with attendance, behavior, and test-score gains between fourth grade and eighth grade. Conscientiousness, self-control, and grit are unrelated to test-score gains at the school level, however, and students attending over-subscribed charter schools score lower on these scales than do students attending district schools. Exploiting admissions lotteries, we find positive impacts of charter school attendance on achievement and attendance but negative impacts on these non-cognitive skills. We provide suggestive evidence that these paradoxical results are driven by reference bias or the tendency for survey responses to be influenced by social context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01