@article{TEXTUAL,
      recid = {10358},
      author = {Feng, Shuaizhang and Han, Yujie and Heckman, James J. and  Kautz, Tim},
      title = {Comparing the reliability and predictive power of child,  teacher, and guardian reports of noncognitive skills},
      journal = {PNAS},
      address = {2022-02-07},
      number = {TEXTUAL},
      abstract = {Children’s noncognitive or socioemotional skills (e.g.,  persistence and self-control) are typically measured using  surveys in which either children rate their own skills or  adults rate the skills of children. For many  purposes—including program evaluation and monitoring school  systems—ratings are often collected from multiple  perspectives about a single child (e.g., from both the  child and an adult). Collecting data from multiple  perspectives is costly, and there is limited evidence on  the benefits of this approach. Using a longitudinal survey,  this study compares children’s noncognitive skills as  reported by themselves, their guardians, and their  teachers. Although reports from all three types of  respondents are correlated with each other, teacher reports  have the highest internal consistency and are the most  predictive of children’s later cognitive outcomes and  behavior in school. The teacher reports add predictive  power beyond baseline measures of Intelligence Quotient  (IQ) for most outcomes in schools. Measures collected from  children and guardians add minimal predictive power beyond  the teacher reports.},
      url = {http://knowledge.uchicago.edu/record/10358},
}