Are Students on Track?: Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes. EdWorkingPaper No. 24-900
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| Title: | Are Students on Track?: Comparing the Predictive Validity of Administrative and Survey Measures of Cognitive and Noncognitive Skills for Long-Term Outcomes. EdWorkingPaper No. 24-900 |
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| Language: | English |
| Authors: | Christopher Cleveland, Ethan Scherer, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 31 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B150010 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Grade 8 Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Surveys, Thinking Skills, Self Management, Student Behavior, Performance, Scores, Grade 8, Middle School Students, Outcomes of Education, Predictor Variables, Track System (Education), Cognitive Processes |
| Abstract: | Education leaders must identify valid metrics to predict student long-term success. We exploit a unique dataset containing data on cognitive skills, self-regulation, behavior, course performance, and test scores for 8th-grade students. We link these data to data on students' high school outcomes, college enrollment, persistence, and on-time degree completion. Cognitive tests and survey-based self-regulation measures predict high school and college outcomes. However, these relationships become small and lose statistical significance when we control for test scores and a behavioral index. For leaders hoping to identify the best on-track indicators for college completion, the information collected in student longitudinal data systems better predicts both short- and long-run educational outcomes than these survey-based measures of self-regulation and cognitive skills. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | ED664524 |
| Database: | ERIC |
| Abstract: | Education leaders must identify valid metrics to predict student long-term success. We exploit a unique dataset containing data on cognitive skills, self-regulation, behavior, course performance, and test scores for 8th-grade students. We link these data to data on students' high school outcomes, college enrollment, persistence, and on-time degree completion. Cognitive tests and survey-based self-regulation measures predict high school and college outcomes. However, these relationships become small and lose statistical significance when we control for test scores and a behavioral index. For leaders hoping to identify the best on-track indicators for college completion, the information collected in student longitudinal data systems better predicts both short- and long-run educational outcomes than these survey-based measures of self-regulation and cognitive skills. |
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