The Brookings Institution

Recent evidence from economics and psychology highlights the importance of traits other than general intelligence for success in school and in life. Disparities in so-called “non-cognitive skills” appear to contribute to the academic achievement gap separating rich from poor students. Non-cognitive skills may also be more malleable and thus amenable to intervention than cognitive ability, particularly beyond infancy and early childhood. Understandably, popular interest in measuring and developing students’ non-cognitive skills has surged.
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