Affective Education and School Choice: The Spanish Case

There is a consensus in the literature regarding to importance of the two dimensions of educational results: cognitive and non-cognitive education. However, non-cognitive dimension has been ignored in the empirical literature on measurement and evaluation of Secondary Education outcomes. The main contribution of this paper consists on the analysis of that non-cognitive dimension using an original survey. The survey includes information about 5.500 15-years-old students during the academic course 2010-2011 at grant-aided and public schools in Spain. Our results, against the general belief of Spanish parents, show that schools ownership does not have significant impact on non-cognitive educational outputs.