Spillover Effects of Specialized High Schools. EdWorkingPaper No. 24-1013
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| Title: | Spillover Effects of Specialized High Schools. EdWorkingPaper No. 24-1013 |
|---|---|
| Language: | English |
| Authors: | Christine Mulhern, Shelby McNeill, Fatih Unlu, Brian Phillips, Julie A. Edmunds, Eric Grebing, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2024. |
| 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: | 73 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305H190036 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | High Schools, Institutional Characteristics, Academic Achievement, Educational Innovation, Cooperative Programs, School Choice, Public Schools, Student Characteristics, Race, School Districts, College School Cooperation, Partnerships in Education, Enrollment Trends, White Students, Disproportionate Representation, Equal Education |
| Geographic Terms: | North Carolina |
| Abstract: | Specialized high schools are an increasingly popular way to prepare young adults for postsecondary experiences and expand school choice. While much literature ex- amines charter school spillover effects and the effects of specialized schools on the students who attend them, little is known about the spillover effects of specialized high schools on traditional public schools (TPS). Using an event study design, we show that one type of specialized high school, North Carolina's Cooperative Innovative High Schools, initially attracted students who were higher achieving and more likely to be white than TPS students, but these specialized schools became more representative of the district population over time. On average, the opening of specialized schools had a mix of null and positive spillover effects on TPS student achievement. While there is some evidence of negative spillovers from the first schools that opened, the effects become more positive over time. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED660109 |
| Database: | ERIC |
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