Who Benefits from Attending Effective Schools? Examining Heterogeneity in High School Impacts. EdWorkingPaper No. 20-336
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| Title: | Who Benefits from Attending Effective Schools? Examining Heterogeneity in High School Impacts. EdWorkingPaper No. 20-336 |
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| Language: | English |
| Authors: | Jackson, C. Kirabo, Porter, Shanette C., Easton, John Q., Kiguel, Sebastian, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2020. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org |
| Peer Reviewed: | N |
| Page Count: | 46 |
| Publication Date: | 2020 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Document Type: | Reports - Research Numerical/Quantitative Data |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education Elementary Education Grade 8 Junior High Schools Middle Schools Grade 9 |
| Descriptors: | High Schools, School Effectiveness, At Risk Students, Graduation Rate, College Attendance, Crime, Disadvantaged Youth, Advantaged, Educational Quality, Urban Schools, Public Schools, Social Development, Emotional Development, Minority Group Students, Low Income Students, Interpersonal Competence, Academic Achievement, Student Behavior, Grade 8, Grade 9 |
| Geographic Terms: | Illinois (Chicago) |
| 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 behaviours 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. However, the least advantaged students experience the largest improvements in high-school graduation, college going, and school-based arrests. These patterns are driven by the least advantaged students benefiting the most from school impacts on the non-test-score dimensions of school quality. However, while there is considerable overlap in the effectiveness of schools attended by more and less advantaged students, it is the most advantaged students that are most likely to attend highly effective schools. These patterns underscore the importance of quality schools, and the non-test score components of quality schools, for improving the longer-run outcomes for less advantaged students. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | ED610260 |
| Database: | ERIC |
| 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 behaviours 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. However, the least advantaged students experience the largest improvements in high-school graduation, college going, and school-based arrests. These patterns are driven by the least advantaged students benefiting the most from school impacts on the non-test-score dimensions of school quality. However, while there is considerable overlap in the effectiveness of schools attended by more and less advantaged students, it is the most advantaged students that are most likely to attend highly effective schools. These patterns underscore the importance of quality schools, and the non-test score components of quality schools, for improving the longer-run outcomes for less advantaged students. |
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