Should Non-cognitive Skills Be Included in School Accountability Systems? Preliminary Evidence from California’s CORE districts
Should Non-cognitive Skills Be Included in School Accountability Systems? Preliminary Evidence from California’s CORE districts (2016) West, M.R. (2016). Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California’s CORE districts. Brookings Economic Studies: Evidence Speaks Reports, 1(13), March 17, 2016. Retrieved from http://www.brookings.edu/~/media/research/files/blogs/2016/03/evidencespeakswest031716.pdf. This article from the Brookings Institution reviews recent findings from an extensive analysis of data from the California CORE districts related to nonacademic skills. In the 2014-15 school year, CORE conducted a field test of measures of four social-emotional skills involving more than 450,000 students in grades 3-12. The data indicate that the scales used to measure student skills demonstrate strong reliability and are positively correlated with key indicators of academic performance and […]