Who Benefits From Attending Effective High Schools?

C. Kirabo Jackson (), Shanette C. Porter, John Q. Easton and Sebastián Kiguel

No 28194, NBER Working Papers from National Bureau of Economic Research, Inc

Abstract: 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.

JEL-codes: H0 I20 J0 (search for similar items in EconPapers)
Date: 2020-12
New Economics Papers: this item is included in nep-edu and nep-ure
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Published as C. Kirabo Jackson & Sebastián Kiguel & Shanette C. Porter & John Q. Easton, 2024. "Who Benefits from Attending Effective High Schools?," Journal of Labor Economics, vol 42(3), pages 717-751.

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