TY - JOUR
T1 - School-Based Practices for the 21st Century
T2 - Noncognitive Factors in Student Learning and Psychosocial Outcomes
AU - Frank, Jennifer L.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150391 awarded to the Pennsylvania State University (Jennifer L. Frank). The opinions expressed are those of the authors and do not represent the views of the Institute or the U.S. Department of Education.
Publisher Copyright:
© The Author(s) 2020.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - Noncognitive skills—such as motivation, perseverance, social abilities, and self-control—drive long-term student success in school and in life. Although recognized as an important causal factor in student success, these skills show considerable variability in how much time and financial resources schools invest developing them. The Every Student Succeeds Act (ESSA) now requires states to include at least one nonacademic measure in their student accountability system and funding the implementation of new models to support student learning. We review the evidence for several malleable noncognitive skills that benefit student learning and long-term psychosocial outcomes. We recommend educational stakeholders take advantage of the increased flexibility ESSA provides to cultivate noncognitive skills that yield meaningful long-term educational, economic, and social benefits for students.
AB - Noncognitive skills—such as motivation, perseverance, social abilities, and self-control—drive long-term student success in school and in life. Although recognized as an important causal factor in student success, these skills show considerable variability in how much time and financial resources schools invest developing them. The Every Student Succeeds Act (ESSA) now requires states to include at least one nonacademic measure in their student accountability system and funding the implementation of new models to support student learning. We review the evidence for several malleable noncognitive skills that benefit student learning and long-term psychosocial outcomes. We recommend educational stakeholders take advantage of the increased flexibility ESSA provides to cultivate noncognitive skills that yield meaningful long-term educational, economic, and social benefits for students.
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U2 - 10.1177/2372732219898703
DO - 10.1177/2372732219898703
M3 - Article
AN - SCOPUS:85081386752
SN - 2372-7322
VL - 7
SP - 44
EP - 51
JO - Policy Insights from the Behavioral and Brain Sciences
JF - Policy Insights from the Behavioral and Brain Sciences
IS - 1
ER -