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Comment

Chapter:
Comment
Source:
Education, Skills, and Technical Change
Author(s):
David J. Deming
Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226567945.003.0009

Shelly Lundberg has written an important chapter about the rapidly growing study of “noncognitive” skills in economics. This chapter should be required reading for social scientists who seek to use measures of noncognitive skills in schools and other educational settings to make important policy decisions. I largely agree with her conclusions about the state of the literature, which I summarize crudely as follows. Although the evidence is overwhelming that so-called noncognitive skills are important predictors of many important life outcomes, we do not really agree on what they are (and importantly, what they are not). Thus we have very little idea of how to measure noncognitive skills well, and even less idea of how to use measures of noncognitive skills to make high-stakes policy decisions....

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