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Tytuł:
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School Effects on Socio-Emotional Development, School-Based Arrests, and Educational Attainment. Working Paper No. 226-0220
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Autorzy:
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Jackson, C. Kirabo
Porter, Shanette C.
Easton, John Q.
Blanchard, Alyssa
Kiguel, Sebastián
National Center for Analysis of Longitudinal Data in Education Research (CALDER) at American Institutes for Research
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Deskryptory:
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Social Development
Emotional Development
Crime
Educational Attainment
Student School Relationship
Student Welfare
School Effectiveness
Grade Point Average
College Attendance
Outcomes of Education
Value Added Models
Standardized Tests
Scores
Urban Schools
Public Schools
Grade 9
Economically Disadvantaged
African American Students
Hispanic American Students
High School Students
Adolescents
Interpersonal Competence
Study Habits
Academic Persistence
Predictor Variables
Sense of Community
Learner Engagement
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Język:
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English
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Źródło:
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National Center for Analysis of Longitudinal Data in Education Research (CALDER). 2020.
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Dostępność:
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National Center for Analysis of Longitudinal Data in Education Research. American Institutes for Research, 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5796; Fax: 202-403-6783; e-mail: ; Web site: https://caldercenter.org
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Recenzowane naukowo:
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N
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Page Count:
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36
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Data publikacji:
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2020
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Sponsoring Agency:
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Bill and Melinda Gates Foundation
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Typ dokumentu:
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Reports - Research
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Education Level:
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High Schools
Secondary Education
Higher Education
Postsecondary Education
Grade 9
Junior High Schools
Middle Schools
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Abstractor:
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As Provided
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Data wpisu:
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2020
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Numer akcesji:
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ED605734
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Using value-added models, we find that high schools impact students' self-reported socio-emotional development (SED) by enhancing social well-being and promoting hard work. Conditional on schools' test score impacts, schools that improve SED, reduce school-based arrests, and increase high-school completion, college-going, and college persistence. Schools that improve social well-being have larger effects on attendance and behavioral infractions in high school, while those that promote hard work have larger effects on GPA. Results suggest that adolescence can be a formative period for socio-emotional growth, high-school impacts on SED can be captured using self-report surveys, and SED can be fostered by schools to improve longer-run outcomes. These findings are robust to tests for plausible forms of selection.