The Non-Cognitive Returns to Class Size

The Non-Cognitive Returns to Class Size

Nber Working Paper Series the Non-cognitive Returns to Class Size

and seminar participants at Harvard, Cornell, Swarthmore, and the 2008 AEFA meetings for helpful discussions and comments. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research. ABSTRACT Although recent evidence suggests that non-cognitive skills such as engagement matter for academic and economic success, ther...

The Returns to Cognitive and Non-Cognitive Abilities in Germany

We provide evidence on the relationship between cognitive and non-cognitive abilities and earnings in Germany. Using data from the German Socio-Economic Panel Study, we employ two ultra-short IQ-tests and several measures of personality traits, namely locus of control, reciprocity and all basic items from the Five Factor Personality Inventory. Our estimates suggest a positive effect of so-calle...

non-corrective approach to pronunciation

the aim of this study has been to find answers for the following questions: 1. what is the effect of immediate correction on students pronunciation errors? 2. what would be the effect of teaching the more rgular patterns of english pronunciation? 3. is there any significant difference between the two methods of dealing with pronuciation errore, i. e., correction and the teaching of the regular ...

The Returns to Cognitive Abilities and Personality Traits in Germany

We provide the first joint evidence on the relationship between individuals’ cognitive abilities, their personality and earnings for Germany. Using data from the German SocioEconomic Panel Study, we employ scores from an ultra-short IQ-test and a set of measures of personality traits, namely locus of control, reciprocity and all basic items from the Five Factor Personality Inventory. Our estima...