Non-Cognitive Skills: Is It Enough for Measurements to Be Valid and Reliable?

March 17, 2016

Martin West, CEPR Principal Investigator, and his work with California Office to Reform Education (CORE) Districts is highlighted in the following EdWeek article.

Reams have been written lately about incorporating measures of students' non-cognitive and social-emotional skills into high-stakes accountability systems.

The key questions: How can states broaden their definition of school success in a way that brings meaningful changes for students? And how can they avoid creating unintended consequences?

The nation's new education law, the Every Student Succeeds Act, requires states to use at least one indicator—like measures of student engagement or access to advanced coursework—alongside more traditional academic measures in tracking schools' success. And some have suggested using measures of students' social-emotional and non-cognitive skills, like social awareness and growth mindset, as that "extra indicator."

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