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来源类型 | Working Paper |
规范类型 | 报告 |
DOI | 10.3386/w26759 |
来源ID | Working Paper 26759 |
School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment | |
C. Kirabo Jackson; Shanette C. Porter; John Q. Easton; Alyssa Blanchard; Sebastián Kiguel | |
发表日期 | 2020-02-17 |
出版年 | 2020 |
语种 | 英语 |
摘要 | Using value-added models, we find that high schools impact students’ self-reported socioemotional 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. Importantly, school SED value-added is more predictive of school impacts on longer-run outcomes than school test-score value-added. As such, for the longer-run outcomes, using both SED and test score value-added more than doubles the variance of the explained school effect relative to using test score value-added alone. Results suggest that adolescence can be a formative period for socioemotional 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. |
主题 | Health, Education, and Welfare ; Education ; Labor Economics |
URL | https://www.nber.org/papers/w26759 |
来源智库 | National Bureau of Economic Research (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/584432 |
推荐引用方式 GB/T 7714 | C. Kirabo Jackson,Shanette C. Porter,John Q. Easton,et al. School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment. 2020. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
w26759.pdf(287KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 |
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