Does Attending a Low-Achieving School Affect High-Performing Student Outcomes?

Year: 
2014
Working Paper Number: 
Wp 14-07
Abstract: 

This paper follows a cohort of initially high-performing Missouri students from grade-3 through grade-9 and examines whether attending a low-achieving school impacts their subsequent standardized exam scores, as well as the grade in which they first take Algebra I. Two key findings emerge. First, attending a low-achieving school does not affect the standardized exam performance of initially high-performing students once school quality (as measured by value-added) is accounted for. Second, high-performing students who attend low-achieving schools are more likely to take Algebra I later relative to their counterparts who attend higher-achieving schools.

Forthcoming in Teachers College Record

JEL Codes: 
I20
Authors: 
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