Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
I examine the importance of non-cognitive skills in the matching process in higher education in the United States. Across two longitudinal data sources, I show that students with lower non-cognitive skills are more likely to undermatch (enrolling in less selective colleges given their academic credentials) and less likely to overmatch. The application process drives the relationship between non-cognitive skills and academic mismatch, as students with low non-cognitive skills are less likely to apply to a well-matched institution. I further show that non-cognitive skills are strong predictors of Bachelor’s degree completion. I propose an alternative definition of undermatch, which additionally considers students’ non-cognitive skills. Under this definition, a smaller share of high-achieving students undermatch in higher education.