Noncognitive Skills, School Achievements and Educational Dropout

ZEW - Centre for European Economic Research Discussion Paper No. 09-019

SOEPpapers No. 176 and 311

29 Pages Posted: 14 May 2009 Last revised: 23 Sep 2010

See all articles by Katja Coneus

Katja Coneus

ZEW – Leibniz Centre for European Economic Research

Johannes Gernandt

Center for European Economic Research (ZEW)

Marianne Saam

ZEW – Leibniz Centre for European Economic Research - Information and Communication Technologies Research Group

Date Written: July 2010

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 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.

Keywords: noncognitive skills, school grades, secondary education, vocational training

JEL Classification: I21, J13, J24

Suggested Citation

Coneus, Katja and Gernandt, Johannes and Saam, Marianne, Noncognitive Skills, School Achievements and Educational Dropout (July 2010). ZEW - Centre for European Economic Research Discussion Paper No. 09-019, SOEPpapers No. 176 and 311, Available at SSRN: https://ssrn.com/abstract=1403224 or http://dx.doi.org/10.2139/ssrn.1403224

Katja Coneus

ZEW – Leibniz Centre for European Economic Research ( email )

P.O. Box 10 34 43
L 7,1
D-68034 Mannheim, 68034
Germany

Johannes Gernandt

Center for European Economic Research (ZEW) ( email )

P.O. Box 10 34 43
L 7,1 D-68161 Mannheim
Germany

Marianne Saam (Contact Author)

ZEW – Leibniz Centre for European Economic Research - Information and Communication Technologies Research Group ( email )

D-68034 Mannheim
Germany

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