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Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients

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  • Lindsey Jeanne Leininger

    (University of Chicago)

  • Ariel Kalil

    (University of Chicago)

Abstract

Using data on approximately 2,000 low-income welfare recipients in a three-site random-assignment intervention conducted in the early 1990s (the NEWWS), we examine the role of cognitive and non-cognitive factors in moderating experimental impacts of an adult education training program for women who lacked a high school degree or GED at the time of random assignment. Both cognitive and noncognitive skills (in particular, locus of control) moderate treatment impacts. For the sample as a whole, assignment to an education-focused program had a statistically significant (albeit modest) 8 percentage point impact on the probability of degree receipt. For those with low cognitive skills, virtually all of these program impacts were eliminated. However, non-cognitive skills play a substantively important role such that women with high cognitive skills but low non-cognitive skills are only half as likely to earn a degree as their counterparts with high skills of both types. © 2008 by the Association for Public Policy Analysis and Management.

Suggested Citation

  • Lindsey Jeanne Leininger & Ariel Kalil, 2008. "Cognitive and non-cognitive predictors of success in adult education programs: Evidence from experimental data with low-income welfare recipients," Journal of Policy Analysis and Management, John Wiley & Sons, Ltd., vol. 27(3), pages 521-535.
    • Handle: RePEc:wly:jpamgt:v:27:y:2008:i:3:p:521-535
    DOI: 10.1002/pam.20357
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    References listed on IDEAS

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    Cited by:

    1. Barón, Juan D. & Cobb-Clark, Deborah A., 2010. "Are Young People's Educational Outcomes Linked to their Sense of Control?," IZA Discussion Papers 4907, Institute of Labor Economics (IZA).

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