Understanding High Schools' Effects on Longer-Term Outcomes.

Autor/inn/en	Mbekeani, Preeya P.; Papay, John P.; Mantil, Ann; Murnane, Richard J.
Institution	National Bureau of Economic Research
Titel	Understanding High Schools' Effects on Longer-Term Outcomes.
Quelle	Cambridge, Mass: National Bureau of Economic Research (2026) PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	NBER working paper series. w34913
Beigaben	Illustrationen
Sprache	englisch
Dokumenttyp	online; Monografie; Graue Literatur
DOI	10.3386/w34913
Schlagwörter	Soziale Lage; Bildungsertrag; Weiterführende Schule; Arbeitspapier; Biografie; Massachusetts; USA
Abstract	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 9th 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 four-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.
Erfasst von	ZBW - Leibniz-Informationszentrum Wirtschaft, Kiel
Update	2026/3