000			01338nam a22001577a 4500
999			_c517622 _d517622
008			210722b ||||| |||| 00| 0 eng d
100			_aJackson, C. Kirabo _927361
245			_aSchool effects on socioemotional development, school-based arrests, and educational attainment
260			_aThe American Economic Review: Insights
300			_a2(4), Dec, 2020: p.491-508
520			_aUsing value-added models on data from Chicago Public Schools, we find that high schools impact students' self-reported socioemotional development (SED) by enhancing social well-being and promoting hard work. Conditional on their test score impacts, schools that improve SED in ninth grade reduce school-based arrests and increase high school completion and college going. For most longer-run outcomes, using both SED and test score value added more than doubles the variance of the explained school effect relative to using test score value added alone. Results suggest that high school impacts on SED can be captured using self-report surveys and SED can be fostered by schools to improve longer-run outcomes. – Reproduced
650			_aHuman Capital; Skills; Occupational Choice; Labor Productivity, Illegal Behavior and the Enforcement of Law _927362
773			_aThe American Economic Review: Insights
906			_aEDUCATION
942			_cAR