Students' abilities are multidimensional; teachers and schools shape students' cognitive skills, most often captured by test scores, but they also shape students' non-cognitive skills such as character, tolerance, effort, and conscientiousness. This study reviews the evidence indicating disconnects between test scores and non-cognitive skills from the literature on value-added modelling and private school choice programmes. Because several studies reveal disconnects, designers of public and private school policies should consider the potential unintended consequences of shaping teacher and school incentives based on standardised test scores.