Who Benefits from Attending Effective High Schools?

67 Pages Posted: 14 Jan 2021 Last revised: 16 Jul 2023

See all articles by C. Kirabo Jackson

C. Kirabo Jackson

Northwestern University

Shanette Porter

Mindset Scholars Network

John Easton

St Jude Children’s Research Hospital - Department of Computational Biology

Sebastián Kiguel

Northwestern University

Date Written: December 2020

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.

Suggested Citation

Jackson, C. Kirabo and Porter, Shanette and Easton, John and Kiguel, Sebastián, Who Benefits from Attending Effective High Schools? (December 2020). NBER Working Paper No. w28194, Available at SSRN: https://ssrn.com/abstract=3765909

C. Kirabo Jackson (Contact Author)

Northwestern University ( email )

Shanette Porter

Mindset Scholars Network ( email )

1201 Connecticut Ave. NW Suite 300
Washington, DC 20036
United States

John Easton

St Jude Children’s Research Hospital - Department of Computational Biology ( email )

Memphis, TN 38105
United States

Sebastián Kiguel

Northwestern University ( email )

2001 Sheridan Road
Evanston, IL 60208
United States

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