We propose a new approach with which to measure school efficiency by including student Non-Cognitive Skills in the analysis. In classical analysis, efficiency is measured separately from effectiveness. In our framework, we jointly consider efficiency and effectiveness, including both Cognitive Skills and Non-Cognitive Skills. We call our approach “Non-Cognitive Skills Efficiency” and we propose two analyses. The first is called “Static Non-Cognitive Skills Efficiency” and measures the efficiency of transforming Non-Cognitive Skills into Cognitive Skills, by means of a Stochastic Frontier Approach. We verify that some Non-Cognitive Skills have effect on Cognitive Skills and contribute to increase school efficiency. The second is defined “Dynamic Non-Cognitive Skills Efficiency” and measures the efficiency of school educational programmes aimed at improving Non-Cognitive Skills. The statistical method is a Difference-in-Differences model based on a Stochastic Frontier Approach. We find that these educational programmes (treatment) have a positive effect on Non-Cognitive Skills. The survey concerns 8^th grade students attending 25 schools in the Provincia Autonoma di Trento, in Italy. The dataset comprises both survey data and the administrative data of local authorities, thus providing a complete set of information at student level on CS and NCS skills, social capital variables, in particular the socioeconomic background of families, and teaching parameters. We measure school efficiency at class level, because this level is less affected by unobserved environmental factors. The results provide new perspectives on education in schools.

我们提出了一种通过将学生的非认知技能纳入分析来衡量学校效率的新方法。在经典分析中，效率是与有效性分开测量的。在我们的框架中，我们共同考虑效率和有效性，包括认知技能和非认知技能。我们将我们的方法称为“非认知技能效率”，并提出两种分析。第一个称为“静态非认知技能效率”，通过随机前沿方法测量将非认知技能转化为认知技能的效率。我们验证了一些非认知技能对认知技能有影响，并有助于提高学校效率。第二个定义为“动态非认知技能效率”，衡量旨在提高非认知技能的学校教育计划的效率。统计方法是基于随机前沿方法的差分模型。我们发现这些教育计划（治疗）对非认知技能有积极影响。调查涉及 8就读于意大利特伦托自治省 25 所学校的三年级学生^。该数据集包含调查数据和地方当局的行政数据，从而在学生层面提供有关 CS 和 NCS 技能、社会资本变量（特别是家庭的社会经济背景）和教学参数的完整信息。我们在班级级别衡量学校效率，因为这个级别受未观察到的环境因素的影响较小。研究结果为学校教育提供了新的视角。