Fostering and Measuring Skills Interventions That Improve Character and Cognition

Abstract

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

The Economics of Human Development and Social Mobility

“…The body of evidence to date shows that, as currently implemented, many later life remediation efforts are not effective in improving capacities and life outcomes of children from disadvantaged environments. 15,16 As a general rule, the economic returns to these programs are smaller compared to those policies aimed at closing gaps earlier (see Cunha et al, 2006; Heckman and Kautz, 2014; Heckman et al, 1999). However, workplace-based adolescent intervention programs and apprenticeship programs with mentoring, surrogate parenting, and guidance show promising results.…”

English language learners and kindergarten entry age: Achievement and social-emotional effects

“…For example, conscientiousness is positively associated with job performance and wages (Hogan & Holland, 2003;Nyhus & Pons, 2005), and is as strongly predictive of educational attainment as intelligence (Heckman & Kautz, 2013). Similarly, Duckworth and Seligman (2005) found that self-discipline accounted for more than twice as much variance in course grades as did IQ.…”

Improving Outcome Measures Other Than Achievement

“…Also, to fully describe the readiness of youth in the United States for workforce participation and success, it is not enough to measure whether youth have a degree or a certificate (Gutman & Schoon, 2013;Heckman & Kautz, 2013;Levin, 2012). Beyond degrees, it is necessary to have various character strengths (e.g., diligence, empathy, self-control, tolerance, and openness to new experiences) and soft skills (e.g., timeliness and attentiveness) to be successful in the labor market 5 (America's Promise Alliance, 2006Alliance, , 2007Guerra, Modecki, & Cunningham, 2014;Heckman & Kautz, 2013;Levin, 2012;Lippman, Atienza, Rivers, & Keith, 2008).…”

“…Nonacademic attributes have been defined as "the personal attributes not thought to be measured by IQ tests or achievement tests" (Heckman & Kautz, 2013, p. 10). They also contribute to or undermine educational attainment, labor market success, health, behavior, and earnings (Almlund, Duckworth, Heckman, & Kautz, 2011;Durlak et al, 2011;Heckman & Kautz, 2013;Steinberg, 2005). In addition, nonacademic attributes or competencies are intrinsically important to child and youth development in their own right (Bornstein, Davidson, Keyes, Moore, & The Center for Child Well-Being, 2003;Peterson and Seligman, 2004).…”

“…Academic outcomes, such as degree attainment and academic test scores, are often assessed because they are widely known to predict occupation, income, health, and other outcomes. However, nonacademic attributes of the individual, such as social competence and perseverance, are important as well (Heckman & Kautz, 2013;Levin, 2012). Nonacademic attributes have been defined as "the personal attributes not thought to be measured by IQ tests or achievement tests" (Heckman & Kautz, 2013, p. 10).…”