Non-cognitive skills, or skills not measurable using standardized assessments, are important for student success and predictive of short- and long run outcomes. This dissertation is comprised of three papers examining the role of two non-cognitive skills in education: student attendance and social-emotional learning skills. The first paper examines the negative effects of secondary school student absences on short- and long-run outcomes. The second paper reports the results of a randomized experiment incentivizing student attendance in secondary schools. The third paper examines changes in student social-emotional skills due to English Learner reclassification using a regression discontinuity analysis. Results imply that absences are risky behaviors that have dynamic effects in the short and long run; symbolic awards for attendance can send the wrong signals, backfire and demotivate the target behavior; and reclassification into mainstream learning settings is an effective way to improve academic confidence among former English Learners. Evidence from this dissertation may inform readers of the significance of non-cognitive skills in schooling, as both inputs and outputs in the educational production function. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]