Noncognitive Factors and Student Long-Run Success: Comparing the Predictive Validity of Observable Academic Behaviors and Social-Emotional Skills

Author:

Liu Jing1ORCID,Kuhfeld Megan2,Lee Monica3

Affiliation:

1. University of Maryland College Park, College Park, MD, USA; IZA Institute of Labor Economics, Bonn, Germany

2. NWEA, Portland, OR, USA

3. Stanford University, Palo Alto, CA, USA

Abstract

Noncognitive constructs such as self-efficacy, social awareness, and academic engagement are widely acknowledged as critical components of human capital, but systematic data collection on such skills in school systems is complicated by conceptual ambiguities, measurement challenges and resource constraints. This study addresses this issue by comparing the predictive validity of two most widely used metrics on noncogntive outcomes—observable academic behaviors (e.g., absenteeism, suspensions) and student self-reported social and emotional learning (SEL) skills—for the likelihood of high school graduation and postsecondary attainment. Our findings suggest that conditional on student demographics and achievement, academic behaviors are several-fold more predictive than SEL skills for all long-run outcomes, and adding SEL skills to a model with academic behaviors improves the model’s predictive power minimally. In addition, academic behaviors are particularly strong predictors for low-achieving students’ long-run outcomes. Part-day absenteeism (as a result of class skipping) is the largest driver behind the strong predictive power of academic behaviors. Developing more nuanced behavioral measures in existing administrative data systems might be a fruitful strategy for schools whose intended goal centers on predicting students’ educational attainment.

Publisher

SAGE Publications

Subject

Education

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