The Labor Market Impact of K-11 vs. K-12. EdWorkingPaper No. 25-1306
Saved in:
| Title: | The Labor Market Impact of K-11 vs. K-12. EdWorkingPaper No. 25-1306 |
|---|---|
| Language: | English |
| Authors: | Scott Abrahams, Paola Ugalde A., Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| 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: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 34 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Secondary Education Elementary Secondary Education |
| Descriptors: | Educational History, State History, Secondary Education, Educational Change, Labor Market, Program Length, Human Capital, Racial Differences, Graduation, Educational Policy, State Policy, Elementary Secondary Education |
| Geographic Terms: | Louisiana |
| Abstract: | In 1945, Louisiana extended secondary education from 11 years to 12. Since many students followed diploma-based stopping rules, consecutive birth cohorts exogenously received different amounts of schooling. We use this natural experiment to evaluate the long-run labor market impact of having an 11-year versus a 12-year program. Using a difference-in-differences analysis, we find that cohorts exposed to the additional year earn about 13% more in annual real labor income, with gains concentrated among White individuals. The policy does not alter the likelihood of high school graduation, though White students become four points more likely to complete some college. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678288 |
| Database: | ERIC |
| Abstract: | In 1945, Louisiana extended secondary education from 11 years to 12. Since many students followed diploma-based stopping rules, consecutive birth cohorts exogenously received different amounts of schooling. We use this natural experiment to evaluate the long-run labor market impact of having an 11-year versus a 12-year program. Using a difference-in-differences analysis, we find that cohorts exposed to the additional year earn about 13% more in annual real labor income, with gains concentrated among White individuals. The policy does not alter the likelihood of high school graduation, though White students become four points more likely to complete some college. |
|---|
