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Classroom Behavior

  • Carmit Segal

This paper investigates the determinants and malleability of noncognitive skills. Using data on boys from the National Education Longitudinal Survey, I focus on youth behavior in the classroom as a measure of noncognitive skills. I find that student behavior during adolescence is persistent. The variation in behavior can be attributed to unobserved individual heterogeneity. Family and school characteristics, as well as the incentives for good behavior provided at home and in school, are important determinants of behavior. Neither the cross-sectional variation in behavior nor the variation over time in behavior can, however, be attributed to these covariates.

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File URL: http://jhr.uwpress.org/cgi/reprint/43/4/783
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Article provided by University of Wisconsin Press in its journal Journal of Human Resources.

Volume (Year): 43 (2008)
Issue (Month): 4 ()
Pages:

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Handle: RePEc:uwp:jhriss:v:43:y:2008:i4:p783-814
Contact details of provider: Web page: http://jhr.uwpress.org/

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  1. Alan B. Krueger & David Schkade, 2007. "Sorting in the Labor Market: Do Gregarious Workers Flock to Interactive Jobs?," NBER Working Papers 13032, National Bureau of Economic Research, Inc.
  2. Borghans, Lex & ter Weel, Bas & Weinberg, Bruce A., 2005. "People People: Social Capital and the Labor-Market Outcomes of Underrepresented Groups," IZA Discussion Papers 1494, Institute for the Study of Labor (IZA).
  3. Nicole M. Fortin, 2008. "The Gender Wage Gap among Young Adults in the United States: The Importance of Money versus People," Journal of Human Resources, University of Wisconsin Press, vol. 43(4).
  4. Cawley, John & Heckman, James & Vytlacil, Edward, 2001. "Three observations on wages and measured cognitive ability," Labour Economics, Elsevier, vol. 8(4), pages 419-442, September.
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