The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools

Autor/inn/en	Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa
Titel	The Educational Benefits of Attending Higher Performing Schools: Evidence from Chicago High Schools
Quelle	In: Educational Evaluation and Policy Analysis, 39 (2017) 2, S.175-197 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3737
DOI	10.3102/0162373716672039
Schlagwörter	Educational Benefits; Academic Achievement; High Achievement; High Schools; Public Schools; Attendance; Longitudinal Studies; Admission Criteria; Scores; Grades (Scholastic); Educational Environment; Outcomes of Education; High School Students; School Choice; Student Surveys; Educational Quality; Probability; Regression (Statistics); Illinois (Chicago) + Suchen Sie Ihr Suchwort? Bildungsertrag; Schulleistung; High school; Oberschule; Public school; Öffentliche Schule; Anwesenheit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Notenspiegel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernleistung; Schulerfolg; High schools; Student; Students; Schüler; Schülerin; Studentin; Choice of school; Schulwahl; Schülerbefragung; Quality of education; Bildungsqualität; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse
Abstract	Policymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school's performance level. At elite public schools with admission criteria, there are no academic benefits--test scores are not better, grades are lower-but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01