Significant Relationships between Noncognitive Skills, School Environments, and Students’ Transitions to High School

A study from Regional Educational Laboratory Southwest finds that student perceptions of their noncognitive skills and school environments are related to outcomes predictive of a successful transition to high school. The study used data from 14 high schools in New Mexico to examine relationships between student background characteristics, academic achievement, noncognitive and school environment factors, and grade 9 outcomes.   The results revealed significant differences in students’ perceptions of their noncognitive skills and school environments by race/ethnicity. The results also suggest that indicators of students’ perceptions of noncognitive skills and school environment factors are associated with GPA, course failures, and absences in grade 9. These findings can inform stakeholders in New Mexico and beyond in helping students transition successfully to high school. Several of the noncognitive skills and school environments measured in the study were shown to be predictive of grade 9 outcomes.  Schools and districts may benefit by implementing programs or other forms of assistance targeting these skills and factors.