Noncognitive Skills, School Achievements and Educational Dropout
AbstractWe analyse the determinants of dropout from secondary and vocational education in Germany using data from the Socio-Economic Panel from 2000 to 2007. In addition to the role of classical variables like family background and school achievements, we examine the effect of noncognitive skills. Both, better school grades and higher noncognitive skills reduce the risk to become an educational dropout. The influence of school achievements on the dropout probability tends to decrease and the influence of noncognitive skills tends to increase with age.
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Bibliographic InfoPaper provided by DIW Berlin, The German Socio-Economic Panel (SOEP) in its series SOEPpapers on Multidisciplinary Panel Data Research with number 176.
Length: 28 p.
Date of creation: 2009
Date of revision:
Noncognitive skills; school grades; secondary education; vocational training;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J13 - Labor and Demographic Economics - - Demographic Economics - - - Fertility; Family Planning; Child Care; Children; Youth
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
This paper has been announced in the following NEP Reports:
- NEP-ALL-2009-05-23 (All new papers)
- NEP-EDU-2009-05-23 (Education)
- NEP-HRM-2009-05-23 (Human Capital & Human Resource Management)
- NEP-LAB-2009-05-23 (Labour Economics)
- NEP-LTV-2009-05-23 (Unemployment, Inequality & Poverty)
- NEP-NEU-2009-05-23 (Neuroeconomics)
- NEP-URE-2009-05-23 (Urban & Real Estate Economics)
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