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Improving non-cognitive abilities such as classroom adjustment in elementary school students can help to improve college outcomes

Ou, Suh-Ruu (2014) Improving non-cognitive abilities such as classroom adjustment in elementary school students can help to improve college outcomes. LSE American Politics and Policy (12 Jun 2014). Blog Entry.

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Abstract

In recent years, the gap between whites and minority groups for postsecondary attendance and graduation has remained stubbornly high, contributing to ongoing income inequality. For many, early intervention to encourage eventual college attendance among children is important – but what sorts of interventions are needed? Using a longitudinal study of nearly 1,400, Suh-Ruu Ou finds that elementary students’ non-cognitive abilities, or how they interact in the classroom environment, can be a predictor for college attendance. She argues that altering factors such as parents’ involvement in school, and introducing programs that identify children with adjustment difficulties, might increase their chances of attending college in the future.

Item Type: Online resource (Blog Entry)
Official URL: http://blogs.lse.ac.uk/usappblog/
Additional Information: © 2014 The Author; Online
Divisions: LSE
Subjects: H Social Sciences > H Social Sciences (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education > LC5201 Education extension. Adult education. Continuing education
Sets: Collections > LSE American Politics and Policy (USAPP) Blog
Date Deposited: 13 Aug 2014 10:31
Last Modified: 22 Aug 2019 23:21
URI: http://eprints.lse.ac.uk/id/eprint/58941

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