School Effects on Socio-Emotional Development, School-Based Arrests, and Educational Attainment. Working Paper No. 226-0220
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| Title: | School Effects on Socio-Emotional Development, School-Based Arrests, and Educational Attainment. Working Paper No. 226-0220 |
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| Language: | English |
| Authors: | Jackson, C. Kirabo, Porter, Shanette C., Easton, John Q., Blanchard, Alyssa, Kiguel, Sebastián, National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research |
| Source: | National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2020. |
| Availability: | National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: info@caldercenter.org; Web site: https://caldercenter.org |
| Peer Reviewed: | N |
| Page Count: | 36 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Grade 9 Junior High Schools Middle Schools |
| Descriptors: | Social Development, Emotional Development, Crime, Educational Attainment, Student School Relationship, Student Welfare, School Effectiveness, Grade Point Average, College Attendance, Outcomes of Education, Value Added Models, Standardized Tests, Scores, Urban Schools, Public Schools, Grade 9, Economically Disadvantaged, African American Students, Hispanic American Students, High School Students, Adolescents, Interpersonal Competence, Study Habits, Academic Persistence, Predictor Variables, Sense of Community, Learner Engagement |
| Geographic Terms: | Illinois (Chicago) |
| Abstract: | Using value-added models, we find that high schools impact students' self-reported socio-emotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools' test score impacts, schools that improve SED, reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Results suggest that adolescence can be a formative period for socio-emotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | ED605734 |
| Database: | ERIC |
| Abstract: | Using value-added models, we find that high schools impact students' self-reported socio-emotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools' test score impacts, schools that improve SED, reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Results suggest that adolescence can be a formative period for socio-emotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection. |
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