High school value-added and college outcomes

Evan Totty

Education Economics, 2020, vol. 28, issue 1, 67-95

Abstract: This paper analyzes the relationship between high school value-added and college performance, which contributes to the literature on (1) the relationship between value-added and adult outcomes and (2) the importance of high schools. One standard deviation increase in high school value-added is associated with an increase in the probability of graduating from college by 4–6 percentage points and final GPA by 0.04–0.08 points on a 4.0 scale, depending on controls for student, high school, geographic, university, and major selection effects. The associations are largest for male students and Black students. Most of the association with GPA occurs in early semesters.

Date: 2020
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2019.1676880 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:28:y:2020:i:1:p:67-95

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2019.1676880

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().