Do skills and behaviors in high school matter? The contribution of noncognitive factors in explaining differences in educational attainment and earnings

By Christy L. Lleras. 2008

276 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5a5d6c2c46c9997ef885eac64032e7325ecde041

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Safety Research

Citations in the corpus

Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “In a longitudinal study in which cognitive skills were controlled for, Lleras (2008) argued that high school students with better social skills and more involvement in extracurricular activities have higher academic achievement and earn higher salaries after 10 years.”
Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools (2008, background): “…students who are more attentive in class, spend more time on and complete homework, and avoid disruptive behaviors have higher cognitive gains (Ainsworth-Darnell & Downey, 1998; Farkas, 1996; Farkas, Grove, Sheehan, & Shaun, 1990) and greater educational attainment (Rosenbaum, 2001; Lleras, 2008).”
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement (2008, background): “Indeed, recent empirical research has shown that grouping and tracking also have significant effects on student effort and engagement (Carbonaro 2005; Lleras 2008; Tach and Farkas 2006).”
Fostering and Measuring Skills: Interventions that Improve Character and Cognition (2013, background): “20 Lleras (2008) measures noncognitive (character) skills in part by using tenth grade participation in sports, academic clubs, and fine arts activities.”
Personality Psychology and Economics (2011, unknown): “data, Lleras (2008) finds that controlling for cognitive ability, three behaviors associated with Conscientiousness (completing homework, working hard, arriving promptly to class) in tenth grade predicted educational attainment 10 years later, whereas relating well to others, a behavior related to E”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “In a wide range of studies from a variety of disciplines, researchers have established an association between noncognitive skills and academic outcomes (Bowles & Gintis, 2002; Farkas, 2003; Heckman et al., 2006; Jencks, 1979; Lleras, 2008).”