School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment | Zendy

C. Kirabo Jackson | Zendy; Shanette C. Porter | Zendy; John Q. Easton | Zendy; Alyssa Blanchard | Zendy; Sebastián Kiguel | Zendy

AI Assistant Blog Pricing

Home ZAIA Blog

Open Access

School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment

Author(s) -

C. Kirabo Jackson,

Shanette C. Porter,

John Q. Easton,

Alyssa Blanchard,

Sebastián Kiguel

Publication year - 2020

Publication title -

american economic review insights

Language(s) - English

Resource type - Journals

eISSN - 2640-2068

pISSN - 2640-205X

DOI - 10.1257/aeri.20200029

Subject(s) - socioemotional selectivity theory , ninth , test (biology) , value (mathematics) , sed , psychology , variance (accounting) , positive youth development , economics , developmental psychology , statistics , mathematics , medicine , accounting , paleontology , physics , acoustics , biology

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. (JEL I21, J24, K42)

The content you want is available to Zendy users.

Already have an account? Click here to sign in.

Having issues? You can contact us here

Accelerating Research