Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/170934 
Autor:innen: 
Erscheinungsjahr: 
2017
Schriftenreihe/Nr.: 
IZA Discussion Papers No. 10950
Verlag: 
Institute of Labor Economics (IZA), Bonn
Zusammenfassung: 
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 7th and 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).
Schlagwörter: 
student achievement
non-cognitive skills
RCT
gender
JEL: 
I20
I24
J08
Dokumentart: 
Working Paper

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