@TechReport{iza:izadps:dp10950,
            	author={Martins, Pedro S.},
            	title={(How) Do Non-Cognitive Skills Programs Improve Adolescent School Achievement? Experimental Evidence},
            	year={2017},
	month={Aug},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={10950},
            	url={https://www.iza.org/index.php/publications/dp10950},
	abstract={Non-cognitive skills programs may be an important policy option to improve the academic outcomes of adolescents. In this paper, we evaluate experimentally the EPIS program, which is based on bi-weekly individual or small-group non-cognitive mediation short meetings with low-performing students. Our RCT estimates, covering nearly 3,000 7th and 8th-grade students across over 50 schools and a period of two years, indicate that the program increases the probability of progression by 11% to 22%. The effects are stronger amongst older students, girls, and in language subjects (compared to maths).},
	keywords={student achievement;non-cognitive skills;RCT;gender},
            }