American Economic Review: Insights
ISSN 2640-205X (Print) | ISSN 2640-2068 (Online)
School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment
American Economic Review: Insights
vol. 2,
no. 4, December 2020
(pp. 491–508)
(Complimentary)
Abstract
Using value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes.Citation
Jackson, C. Kirabo, Shanette C. Porter, John Q. Easton, Alyssa Blanchard, and Sebastián Kiguel. 2020. "School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment." American Economic Review: Insights, 2 (4): 491–508. DOI: 10.1257/aeri.20200029Additional Materials
JEL Classification
- I21 Analysis of Education
- J24 Human Capital; Skills; Occupational Choice; Labor Productivity
- K42 Illegal Behavior and the Enforcement of Law