Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills

Gabrieli, C., Ansel, D., & Krachman, S. B. (2015). Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills. Boston: Transforming Education.
Many studies have demonstrated that “noncognitive” competencies in children are important predictors of outcomes in their lives as adults. In several cases, the data show that noncognitive skills matter as much as or even more than cognitive or academic skills in predicting positive life outcomes. This working paper maps findings from a number of pivotal studies conducted by leading psychologists, physicians, economists, and education researchers onto a framework organized around nine key topics within the domains of academics, career, and well-being.

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