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ERIC Number: ED664524
Record Type: Non-Journal
Publication Date: 2024-Jan
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Are Students on Track?: Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes. EdWorkingPaper No. 24-900
Christopher Cleveland; Ethan Scherer
Annenberg Institute for School Reform at Brown University
Education leaders must identify valid metrics to predict student long-term success. We exploit a unique dataset containing data on cognitive skills, self-regulation, behavior, course performance, and test scores for 8th-grade students. We link these data to data on students' high school outcomes, college enrollment, persistence, and on-time degree completion. Cognitive tests and survey-based self-regulation measures predict high school and college outcomes. However, these relationships become small and lose statistical significance when we control for test scores and a behavioral index. For leaders hoping to identify the best on-track indicators for college completion, the information collected in student longitudinal data systems better predicts both short- and long-run educational outcomes than these survey-based measures of self-regulation and cognitive skills.
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Annenberg Institute for School Reform at Brown University
IES Funded: Yes
Grant or Contract Numbers: R305B150010