Understanding High Schools' Effects on Longer-Term Outcomes

• 成果类型: Article
• 署名作者: Mbekeani, Preeya P.; Papay, John P.; Mantil, Ann; Murnane, Richard J.
• 署名单位: American Institutes for Research; Brown University; Harvard University
• 刊物名称: JOURNAL OF POLICY ANALYSIS AND MANAGEMENT
• ISSN/ISSBN: 1520-6688
• DOI: 10.1002/pam.70093
• 发表日期: 2026-03-10
• 页码: e70093
• 关键词: high schools; longer run outcomes; low-income students; school effects; value-added estimation; teachers; skills; opportunity; lotteries; QUALITY; CHOICE; peers

摘要

Improving education and labor market outcomes for low-income students is critical for advancing socioeconomic mobility in the United States. We use longitudinal data on five cohorts of ninth-grade students to explore how Massachusetts public high schools affect the longer term outcomes of students, with a special focus on students from low-income families. Using detailed administrative and student survey data, we estimate school value-added impacts on college outcomes and earnings. Observationally similar students who attend a school at the 80th percentile of the value-added distribution instead of a school at the 20th percentile are 11% more likely to enroll in college, are 31% more likely to graduate from a 4-year college, and earn 25% (or $10,500) more annually at age 30. On average, schools that improve students' longer run outcomes the most are those that improve their 10th-grade test scores and increase their college plans the most.