The impact of Chicago's small high school initiative

Lisa Barrow, Diane Whitmore Schanzenbach*, Amy Claessens

*Corresponding author for this work

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

This project examines the effects of the introduction of new small high schools on student performance in the Chicago Public School (CPS) district. Specifically, we investigate whether students attending small high schools have better graduation/enrollment rates and achievement than similar students who attend regular CPS high schools. We show that students who choose to attend a small school are more disadvantaged on average, including having prior test scores that are about 0.2 standard deviations lower than their elementary school classmates. To address the selection problem, we use an instrumental variables strategy and compare students who live in the same neighborhoods but differ in their residential proximity to a small school. In this approach, one student is more likely to sign up for a small school than another statistically identical student because the small school is located closer to the student's house and therefore the "cost" of attending the school is lower. The distance-to-small-school variable has strong predictive power to identify who attends a small school. We find that small schools students are substantially more likely to persist in school and eventually graduate. Nonetheless, there is no positive impact on student achievement as measured by test scores.

Original languageEnglish (US)
Pages (from-to)100-113
Number of pages14
JournalJournal of Urban Economics
Volume87
DOIs
StatePublished - May 1 2015

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Keywords

  • High schools
  • School reform
  • School size
  • Small schools
  • Student outcomes
  • Urban schools

ASJC Scopus subject areas

  • Economics and Econometrics
  • Urban Studies

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