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). Website.
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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 (Website) |
|---|---|
| Official URL: | http://blogs.lse.ac.uk/usappblog/ |
| Additional Information: | © 2014 The Author |
| Divisions: | LSE |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education > LB2300 Higher Education University Structure > Language Centre > LC5201 Education extension. Adult education. Continuing education |
| Date Deposited: | 13 Aug 2014 10:31 |
| Last Modified: | 13 Sep 2024 19:05 |
| URI: | http://eprints.lse.ac.uk/id/eprint/58941 |
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