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

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  • Last update: 14 August 2017
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  • Version: August 14, 2017
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  • Author: Pedro S. Martins


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 e ects are stronger amongst older students, girls, and in language subjects (compared to maths).


student achievement, non-cognitive skills, RCT, gender