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A note on non-cognitive skills and effectiveness of school quality in Brazil

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  • Barbosa, Rafael
  • Lopes Ribeiro, Daniel
  • Araújo Benevides, Alesandra

Abstract

This paper presents evidence that non-cognitive skills, acquired before high school, mediate the effect of public school quality in Brazil. We estimate school quality using a value-added model for secondary schools in the state of Ceará. Students with low engagement reduce their performance in better quality schools in math, suggesting a potential dynamic complementarity between school quality and prior non-cognitive skills. Our results also find that student expectations do not affect the effectiveness of school quality, indicating that not all non-cognitive skills exhibit such complementarity with school quality. We also find a heterogeneous effect according to students' socioeconomic status. Our results indicate that the effectiveness of public school quality in Brazil depends on students' non-cognitive skills.

Suggested Citation

  • Barbosa, Rafael & Lopes Ribeiro, Daniel & Araújo Benevides, Alesandra, 2026. "A note on non-cognitive skills and effectiveness of school quality in Brazil," Revista Brasileira de Economia - RBE, EPGE Brazilian School of Economics and Finance - FGV EPGE (Brazil), vol. 80(2), July.
    • Handle: RePEc:fgv:epgrbe:v:80:y:2026:i:2:a:85680
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