Shanette C. Porter

May 15, 2024 | journals.uchicago.edu | C. Kirabo Jackson |Sebastián Kiguel |Shanette C. Porter |John Easton

We estimate the longer-run effects of attending an effective high school (one that improves a combination of test scores, survey measures of socioemotional development, and behaviors in ninth grade) for students who are more versus less educationally advantaged. All students benefit from attending effective schools, but the least advantaged students experience larger improvements in high school graduation, college going, and school-based arrests.