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School value-added and long-term student outcomes

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Abstract

This paper studies school quality in the context of Norwegian compulsory schooling. I demonstrate that even when lagged achievement is not observed, it is possible to construct informative value-added (VA) indicators of persistent school quality by adjusting exam scores for students’ background characteristics. These VA indicators show little bias forecasting average exam performance out of sample, and are also predicative of long-term student outcomes, including earnings. Three quasi-experiments using variation from student mobility and changes in neighborhood school assignments indicate that the differences captured by the VA indicators do indeed reflect differences in school quality, rather than unobserved student characteristics. The finding help connect learning outcomes with later labor market outcomes, e.g. for cost-benefit analysis of interventions in schools.

Suggested Citation

  • Kirkebøen, Lars, 2021. "School value-added and long-term student outcomes," Memorandum 4/2021, Oslo University, Department of Economics.
    • Handle: RePEc:hhs:osloec:2021_004
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    References listed on IDEAS

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    1. Joshua D. Angrist & Peter Hull & Parag Pathak & Christopher Walters, 2020. "Simple and Credible Value-Added Estimation Using Centralized School Assignment," Working Papers 2020-186, Becker Friedman Institute for Research In Economics.
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    More about this item

    Keywords

    school quality; value-added; VAM; earnings;
    All these keywords.

    JEL classification:

    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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