全球智库信息集成服务系统(G2TT): School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment

G2TT

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