Beyond the test score : the role of attendance and social-emotional learning in education
Abstract/Contents
- Abstract
- Non-cognitive skills, or skills not measurable using standardized assessments, are important for student success and predictive of short- and long run outcomes. This dissertation is comprised of three papers examining the role of two non-cognitive skills in education: student attendance and social-emotional learning skills. The first paper examines the negative effects of secondary school student absences on short- and long-run outcomes. The second paper reports the results of a randomized experiment incentivizing student attendance in secondary schools. The third paper examines changes in student social-emotional skills due to English Learner reclassification using a regression discontinuity analysis. Results imply that absences are risky behaviors that have dynamic effects in the short and long run; symbolic awards for attendance can send the wrong signals, backfire and demotivate the target behavior; and reclassification into mainstream learning settings is an effective way to improve academic confidence among former English Learners. Evidence from this dissertation may inform readers of the significance of non-cognitive skills in schooling, as both inputs and outputs in the educational production function
Description
| Type of resource | text |
|---|---|
| Form | electronic resource; remote; computer; online resource |
| Extent | 1 online resource |
| Place | California |
| Place | [Stanford, California] |
| Publisher | [Stanford University] |
| Copyright date | 2020; ©2020 |
| Publication date | 2020; 2020 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Author | Lee, Monica Ga Lim |
|---|---|
| Degree supervisor | Bettinger, Eric |
| Thesis advisor | Bettinger, Eric |
| Thesis advisor | Dee, Thomas S. (Thomas Sean) |
| Thesis advisor | Loeb, Susanna |
| Degree committee member | Dee, Thomas S. (Thomas Sean) |
| Degree committee member | Loeb, Susanna |
| Associated with | Stanford University, Graduate School of Education. |
Subjects
| Genre | Theses |
|---|---|
| Genre | Text |
Bibliographic information
| Statement of responsibility | Monica Ga Lim Lee |
|---|---|
| Note | Submitted to the Graduate School of Education |
| Thesis | Thesis Ph.D. Stanford University 2020 |
| Location | electronic resource |
Access conditions
- Copyright
- © 2020 by Monica Ga Lim Lee
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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