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Contents

ABSTRACT 4

RÉSUMÉ 5

EXECUTIVE SUMMARY 8

1. INTRODUCTION 10

1.1. Discarding Obsolete Notions and Embracing the Findings of Recent Research 12

1.2. The Organisation of the Rest of the Paper 13

2. MEASURES OF COGNITIVE AND NON-COGNITIVE SKILLS 14

2.1. Cognitive Skills 14

2.2. Measuring Non-cognitive Skills 14

2.3. A Task-Based Framework for Identifying and Measuring Skills 17

2.4. Reference Bias 19

2.5. Measuring Skills Using Behaviours 21

2.6. Are Non-Cognitive Skills Stable? 22

3. THE PREDICTIVE POWER OF NON-COGNITIVE SKILLS 23

3.1. Correlational Evidence 23

3.2. Evidence from the General Educational Development (GED) Programme 25

4. THE SKILLS NEEDED FOR SUCCESS IN THE LABOUR MARKET 29

5. A FRAMEWORK FOR UNDERSTANDING INTERVENTIONS 31

6. SUMMARY OF EMPIRICAL EVIDENCE ON THE EFFICACY OF INTERVENTIONS 33

7. EARLY-LIFE INTERVENTIONS THAT BEGIN BEFORE FORMAL SCHOOLING 35

7.1. Infant Programmes and Model Preschools 38

7.1.1. Nurse-Family Partnership 38

7.1.2. Jamaican Study 40

7.1.3. Perry Preschool Programme 40

7.1.4. Abecedarian Programme 42

7.2. Large-Scale Infant and Young Child Programmes 43

7.2.1. Head Start 43

7.2.2. Chicago Child-Parent Center (CPC) 44

8. EDUCATION AND INTERVENTIONS IN KINDERGARTEN AND ELEMENTARY SCHOOL 45

8.1. Targeted Non-Cognitive Skill Interventions 45

8.1.1. The Seattle Social Development Project (SSDP) 45

8.1.2. The Montreal Longitudinal Experimental Study (MLES) 47

8.1.3. Cambridge-Somerville Program 48

8.1.4. Project STAR 48

9. EDUCATION AND INTERVENTIONS TARGETED TOWARD ADOLESCENTS AND YOUNG ADULTS 49

9.1. Adolescent Mentorship Programmes 49

9.1.1. Quantum Opportunity Program 49

9.1.2. Becoming a Man 50

9.1.3. Pathways to Education Programme 50

9.1.4. Big Brothers Big Sisters 51

9.1.5. Empresários Pela Inclusão Social (EPIS) Program 51

9.1.6. H&R Block FAFSA experiment 51

9.1.7. Dartmouth College Coaching Program 52

9.2. Residential-Based Programmes 52

9.2.1. Job Corps 52

9.2.2. National Guard ChalleNGe 52

9.3. Workplace-Based Adolescent Intervention Programmes 53

9.3.1. Career Academies 54

9.3.2. Year-Up Programme 55

9.3.3. Self-Sufficiency Project 56

9.3.4. Apprenticeship Programmes 56

10. OTHER CURRICULA THAT HAVE BEEN APPLIED TO MULTIPLE AGE GROUPS 59

10.1. Tools of the Mind 59

10.2. Studies that Teach the Incremental Theory of Intelligence 59

10.3. Prevention vs. Remediation 60

11. THE EFFECTS OF EDUCATION AND PARENTAL INVESTMENT ON COGNITIVE AND NON-COGNITIVE SKILL 61

12. SUMMARY 66

REFERENCES 67

Tables

Table 1. The Big Five Domains and Their Facets 16

Table 2. Summary of Effects for Main Intervention 36

Table 3. Summary of Effects of the Nurse-Family Partnership 39

Table 4. Summary of Treatment Effects from the Seattle Social Development Project 47

Table 5. Summary of Treatment Effects from Career Academies within 96-Month Follow-Up after Scheduled High School Graduation 55

Figures

Figure 1. Determinants of Task Performance 17

Figure 2. Decomposing Variance Explained for Achievement Tests and Grades into IQ and Non-Cognitive Skills: Stella Maris Secondary School, Maastricht, Holland 19

Figure 3. National Rank in Big Five Conscientiousness and Average Annual Hours Worked 20

Figure 4. Associations with Job Performance 23

Figure 5. Correlations of Mortality with Non-Cognitive Skills, IQ, and Socioeconomic Status (SES) 24

Figure 6. Distribution of Cognitive Ability by Educational Status (No College Sample, All Ethnic Groups) 26

Figure 7. Hourly Wage Differences of GED Recipients and Traditional Graduates Compared to Uncertified Dropouts - Ages 20-39 27

Figure 8. Distribution of Non-Cognitive Skills by Education Group 28

Figure 9. Framework for Understanding Skill Development 32

Figure 10. Perry Preschool Programme: IQ, by Age and Treatment Group 41

Figure 11. Histograms of Indices of Non-Cognitive Skills and CAT Scores 42

Figure 12. Casual Effect of Schooling on ASVAB Measures of Cognition 62

Figure 13. Casual Effect of Schooling on Two Measures of Non-Cognitive Skill 63

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