| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w28194 |
| 来源ID | Working Paper 28194 |
| Who Benefits From Attending Effective High Schools? | |
| C. Kirabo Jackson; Shanette C. Porter; John Q. Easton; Sebastián Kiguel | |
| 发表日期 | 2020-12-14 |
| 出版年 | 2020 |
| 语种 | 英语 |
| 摘要 | 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 behaviors 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, but the least advantaged students experience larger improvements in high-school graduation, college going, and school-based arrests. This heterogeneity is not solely due to less-advantaged groups being marginal for particular outcomes. Commonly used test-score value-added understates the long-run importance of effective schools, particularly for less-advantaged populations. Patterns suggest this partly reflects less-advantaged students being relatively more responsive to non-test-score dimensions of school quality. |
| 主题 | Public Economics ; Health, Education, and Welfare ; Education ; Labor Economics |
| URL | https://www.nber.org/papers/w28194 |
| 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/585868 |
| 推荐引用方式 GB/T 7714 | C. Kirabo Jackson,Shanette C. Porter,John Q. Easton,et al. Who Benefits From Attending Effective High Schools?. 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 | ||
| w28194.pdf（1373KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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