The Impact of Non-Cognitive Skills Training on Academic and Non-academic Trajectories: From Childhood to Early Adulthood
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Non-cognitive skills are closely associated with adult socio-economic success. However, it is unclear whether interventions targeting those skills, rather than cognitive skills, can improve adult outcomes. It is also unclear whether interventions after early childhood can have lasting effects. We show that an intervention focused solely on non-cognitive skills at age 7 can change the lifetime trajectories for children with deficits of non-cognitive skills, increasing self-control and trust in adolescence, improving education achievement, and outcomes in early adulthood such as criminality, education, employment and social capital. We show that improvements in trust and self-control explain much of the impact on education and young adult outcomes, and argue that social skills are an important but neglected aspect of non-cognitive skill development. Using conservative assumptions in a simple framework, we estimate that, as a lower bound, $1 invested in this program yields about $14 in benefits over the lifetime of the participants.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it