Performance of young adults: The importance of different skills

This article uses teacher assessments at age 16 in Norwegian comprehensive schools to estimate the relationship between different types of skills and performance of young adults. While we follow the literature and consider grades in Mathematics and Science as proxy for cognitive skills, we use a nov...

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Bibliographic Details
Published in:CESifo economic studies 2014-06, Vol.60 (2), p.435-462
Main Authors: Falch, Torberg, Nyhus, Ole Henning, Strom, Bjarne
Format: Article
Language:English
Subjects:
Academic achievement
Arbeitsloser Jugendlicher
Auswirkung
Benachteiligter Jugendlicher
Berufserfolg
Cognition & reasoning
Cognitive ability
Comparative analysis
Economic impact
Economic theory
Einkommenseffekt
Graduates
Jugendlicher
Junger Erwachsener
Kognitive Kompetenz
Kompetenz
Mathematikunterricht
Naturwissenschaftliche Bildung
Norway
Norwegen
Persönlichkeitsmerkmal
Schlüsselqualifikation
Schools
Schulerfolg
Schüler
Secondary schools
Skills
Soziale Kompetenz
Sportunterricht
Studium
Teachers
Welfare
Werkunterricht
Western Europe
Young adults
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Summary:This article uses teacher assessments at age 16 in Norwegian comprehensive schools to estimate the relationship between different types of skills and performance of young adults. While we follow the literature and consider grades in Mathematics and Science as proxy for cognitive skills, we use a novel measure for another type of skills; performance in behavioral and practical subjects. Using individual register data, we find that both types of skills are important predictors of high school graduation. For longer term outcomes, we find that non-cognitive skills is the most important predictor of the probability to receive welfare benefits at age 22, whereas cognitive skills is most important for the probability to start college.
ISSN:1610-241X
1612-7501
DOI:10.1093/cesifo/ifu005