UChicago Consortium on School Research
University of Chicago
1313 E. 60th St.
Chicago, IL 60637
Institutional Affiliation: UChicago Consortium on School Research, University of Chicago
NBER Working Papers and Publications
|February 2020||School Effects on Socio-emotional Development, School-Based Arrests, and Educational Attainment|
with C. Kirabo Jackson, Shanette C. Porter, John Q. Easton, Sebastián Kiguel: w26759
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 ...