Teacher reports of noncognitive skills add predictive power beyond baseline IQ for most school outcomes¶
Claim · All claims
Evidence · 1 study · associationalr?·q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2025: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Teacher reports add predictive power beyond baseline measures of IQ for most outcomes in schools. → Shuaizhang Feng 2022
Evidence¶
Shuaizhang Feng 2022¶
Shuaizhang Feng, Yujie Han, James J. Heckman, Tim Kautz. (2022). Comparing the Reliability and Predictive Power of Child, Teacher, and Guardian Reports of Noncognitive Skills. The Proceedings of the National Academy Sciences, vol. 119, issue 6. https://www.mathematica.org/publications/comparing-the-reliability-and-predictive-power-of-child-teacher-and-guardian-reports-of-noncognitive
q3 · i? · associational · r?
The longitudinal study reports that "teacher reports add predictive power beyond baseline measures of Intelligence Quotient (IQ)" for most school outcomes. The qualifier most outcomes is retained; no effect sizes are printed.
"The teacher reports add predictive power beyond baseline measures of Intelligence Quotient (IQ) for most outcomes in schools."
Discussion¶
Related Claims¶
- Secondary academic performance is predicted by cognitive ability more strongly than by curiosity — the general claim this finding bears on, with the studies behind it
- Child and guardian reports add minimal predictive power beyond teacher reports of noncognitive skills — related
- Teacher reports of noncognitive skills are the most predictive of children's later cognitive outcomes and school behavior — related
- Teacher reports of children's noncognitive skills have the highest internal consistency among child, guardian, and teacher reports — related
- Reports of children's noncognitive skills from children, guardians, and teachers are correlated with each other — related
- IQ and working memory are reliable predictors of academic achievement at the beginning of school when domain knowledge is not controlled — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
teacher-reports-add-power-beyond-iq |
title |
Teacher reports of noncognitive skills add predictive power beyond baseline IQ for most school outcomes |
description |
Teacher reports of noncognitive skills add predictive power beyond baseline IQ for most school outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
recheck_by |
2025 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — shuaizhang-feng-2022 |
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