See Chris Gabrieli, Dana Ansel, and Sara Bartolino Krachman, “Ready To Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills,” December 2015
The Mass INC. Polling Group (2016). Mass. business leaders focus on real world skills, good teachers. Boston. MA. http://www.mbae.org/wp-content/uploads/2016/11/FINAL-Report-2016-MBAE-Employer-Poll-for-web.pdf
(accessed March 13, 2017); see also: Casner-Lotto, J. & Barrington, L. (2006) Are they really ready to work? Employers’ perspectives on the basic knowledge and applied skills of new entrants to the 21st
century us workforce. Partnership for 21st
Century Skills; Northeastern University (2014). Topline report, telephone survey conducted February 3-9: Business elite national poll, 3rd
installment of the innovation imperative polling series.
Heckman, Stixrud, Urzua (2006) The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior; Moffit, et al. (2011) A gradient of childhood self-control predicts health, wealth, and public safety; Jones, Greenberg, & Crowley (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health 105(11), 2283–2290. Farrington et al. (2012) Teaching adolescents to become learners — The role of noncognitive factors in shaping school performance: A critical literature review. Consortium on Chicago School Research; Dweck, Walton & Cohen (2011) Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning