Should non-cognitive skills be included in school accountability systems? Preliminary evidence from California’s CORE districts (Martin R. West, Brookings)

Evidence confirms that student skills other than academic achievement and ability predict a broad range of academic and life outcomes. This evidence, along with a new federal requirement that state accountability systems include an indicator of school quality or student success not based on test scores, has sparked interest in incorporating such “non-cognitive” or “social-emotional” skills into school accountability systems.

http://www.brookings.edu/research/reports/2016/03/17-non-cognitive-skills-school-accountability-california-core-west