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Noncognitive Skills, School Achievements and Educational Dropout (Revised Version)

Author

Listed:
  • Katja Coneus
  • Johannes Gernandt
  • Marianne Saam

Abstract

We 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 of becoming 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.

Suggested Citation

  • Katja Coneus & Johannes Gernandt & Marianne Saam, 2010. "Noncognitive Skills, School Achievements and Educational Dropout (Revised Version)," SOEPpapers on Multidisciplinary Panel Data Research 311, DIW Berlin, The German Socio-Economic Panel (SOEP).
    • Handle: RePEc:diw:diwsop:diw_sp311
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    File URL: https://www.diw.de/documents/publikationen/73/diw_01.c.361455.de/diw_sp0311.pdf
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    More about this item

    Keywords

    Noncognitive skills; school grades; secondary education; vocational training;
    All these keywords.

    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

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