School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment

C. Kirabo Jackson (kirabo-jackson@northwestern.edu), Shanette C. Porter, John Q. Easton, Alyssa Blanchard and Sebastián Kiguel

No 26759, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: Using value-added models, we find that high schools impact students’ self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools’ test score impacts, schools that improve SED reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Importantly, school SED value-added is more predictive of school impacts on longer-run outcomes than school test-score value-added. As such, for the longer-run outcomes, using both SED and test score value-added more than doubles the variance of the explained school effect relative to using test score value-added alone. Results suggest that adolescence can be a formative period for socioemotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection.

JEL-codes: I20 J0 (search for similar items in EconPapers)
Date: 2020-02
New Economics Papers: this item is included in nep-ure
Note: CH ED LS
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Citations: View citations in EconPapers (11)

Published as C. Kirabo Jackson & Shanette C. Porter & John Q. Easton & Alyssa Blanchard & Sebastián Kiguel, 2020. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment," American Economic Review: Insights, American Economic Association, vol. 2(4), pages 491-508, December.

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