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Understanding High Schools’ Effects on Longer-Term Outcomes

Author

Listed:
  • Preeya P. Mbekeani
  • John P. Papay
  • Ann Mantil
  • Richard J. Murnane

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.

Suggested Citation

  • Preeya P. Mbekeani & John P. Papay & Ann Mantil & Richard J. Murnane, 2026. "Understanding High Schools’ Effects on Longer-Term Outcomes," NBER Working Papers 34913, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:34913
    Note: ED
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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