Who Benefits From Attending Effective High Schools? / C. Kirabo Jackson, Shanette C. Porter, John Q. Easton, Sebastián Kiguel.

Format:

Book

Author/Creator:

Jackson, C. Kirabo.

Contributor:

National Bureau of Economic Research.

Porter, Shanette C.

Easton, John Q.

Kiguel, Sebastián.

Series:

Working Paper Series (National Bureau of Economic Research) no. w28194.

NBER working paper series no. w28194

Language:

English

Physical Description:

1 online resource: illustrations (black and white);

Place of Publication:

Cambridge, Mass. National Bureau of Economic Research 2020.

Summary:

We estimate the longer-run effects of attending an effective high school (one that improves a combination of test scores, survey measures of socio-emotional development, and behaviors in 9th grade) for students who are more versus less educationally advantaged (i.e., likely to attain more years of education based on 8th-grade characteristics). All students benefit from attending effective schools, but the least advantaged students experience larger improvements in high-school graduation, college going, and school-based arrests. This heterogeneity is not solely due to less-advantaged groups being marginal for particular outcomes. Commonly used test-score value-added understates the long-run importance of effective schools, particularly for less-advantaged populations. Patterns suggest this partly reflects less-advantaged students being relatively more responsive to non-test-score dimensions of school quality.

Notes:

Print version record

December 2020.