Does Attending a Low-Achieving School Affect High-Performing Student Outcomes?

Eric Parsons ()

No 1407, Working Papers from Department of Economics, University of Missouri

Abstract: This paper follows a cohort of initially high-performing Missouri students from grade-3 through grade-9 and examines whether attending a low-achieving school impacts their subsequent standardized exam scores, as well as the grade in which they first take Algebra I. Two key findings emerge. First, attending a low-achieving school does not affect the standardized exam performance of initially high-performing students once school quality (as measured by value-added) is accounted for. Second, high-performing students who attend low-achieving schools are more likely to take Algebra I later relative to their counterparts who attend higher-achieving schools.

Keywords: high-performing students; school quality; student achievement; tracking (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Pages: 47 pgs.
Date: 2014-04-15, Revised 2015-02-18
New Economics Papers: this item is included in nep-edu and nep-ure
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Forthcoming in Teachers College Record

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Persistent link: https://EconPapers.repec.org/RePEc:umc:wpaper:1407

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