Who Benefits from Attending Effective High Schools?

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

Journal of Labor Economics, 2024, vol. 42, issue 3, 717 - 751

Abstract: We estimate the longer-run effects of attending an effective high school (one that improves a combination of test scores, survey measures of socioemotional development, and behaviors in ninth grade) for students who are more versus less educationally advantaged. 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. Test score value-added understates the long-run importance of effective schools, particularly for less advantaged populations. Patterns suggest that this may, in part, reflect less advantaged students being relatively more responsive to non-test-score dimensions of school quality.

Date: 2024
References: Add references at CitEc
Citations: View citations in EconPapers (3)

Downloads: (external link)
http://dx.doi.org/10.1086/724568 (application/pdf)
http://dx.doi.org/10.1086/724568 (text/html)
Access to the online full text or PDF requires a subscription.

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:ucp:jlabec:doi:10.1086/724568

Access Statistics for this article

More articles in Journal of Labor Economics from University of Chicago Press
Bibliographic data for series maintained by Journals Division ().