Journal of Policy Analysis and Management · 2026 · Preeya Pandya Mbekeani、John P. Papay、Ann Mantil、Richard J. Murnane
中文摘要
改善低收入学生的教育和劳动力市场结果,对推进美国的社会经济流动性至关重要。我们使用五个九年级学生群体的纵向数据,探讨马萨诸塞州公立高中如何影响学生的长期结果,并特别关注来自低收入家庭的学生。利用详细的行政数据和学生调查数据,我们估计了学校增值对大学结果和收入的影响。在观测特征上相似的学生,若就读于增值分布第80百分位的学校而非第20百分位的学校,其进入大学的可能性高出11%,从四年制大学毕业的可能性高出31%,且在30岁时的年收入高出25%(即每年多挣10,500美元)。平均而言,对学生长期结果改善最大的学校,正是那些最能提高学生十年级考试成绩、最能增强学生上大学计划的学校。
Abstract
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 ninth‐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 4‐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.