What is a Good School, and Can Parents Tell? Evidence on the Multidimensionality of School Output

Abstract

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School Effects on Socioemotional Development, School-Based Arrests, and Educational Attainment

“…The explained variance of school effects on arrests using all three value addeds is 127 percent greater than that using test score value added alone. Because school-based arrests likely have important longer-run implications beyond academic outcomes, these results underscore the importance of evaluating school effects on nonacademic outcomes (Beuermann et al 2018). Using all three value addeds, the standard deviation of the predicted school effect is 0.88 percentage points.…”

Teachers' Preferences for Proximity and the Implications for Staffing Schools: Evidence from Peru

“…This model allows us to analyze how candidates combine attributes of alternatives into overall evaluations of the attractiveness of schools (Beggs, Cardel and Haussman, 1981;Hausman and Ruud, 1987;Koop and Poirier, 1994). Previous work that analyzed parental preferences for school characteristics use similar models (Beuermann et al, 2018;Abdulkadiroglu, Pathak and Schellenberg, 2017;Staiger, 2005, 2006).…”

“…The estimates represent the estimated changes in a candidate's utility for a unit change in the exogeneous variables (Punj and Staelin, 1978). We investigate the importance candidates give to each school characteristic by assessing their sign, relative magnitude, statistical significance, and stability across specifications (Beuermann et al, 2018). Table 7 presents four specifications: the first two only include school characteristics, and the last two add interactions between school characteristics and candidate attributes.…”

Do Parents Value School Effectiveness?

“…We compare the degree to which parent preferences are explained by overall school effectiveness, match quality, and peer quality, defined as the component of a school's average outcome due to selection rather than effectiveness. We explore these relationships for test scores as well as longer-run postsecondary outcomes, which is important in view of recent evidence that school quality is multi-dimensional and only imperfectly measured by effects on test scores (Beuermann et al, 2018).…”