The impact of Chicago’s small high school initiative |
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| Institution: | 1. Federal Reserve Bank of Chicago, United States;2. Northwestern University and NBER, United States;3. University of Chicago, United States;1. Proyecto Colaborativo Internacional Donante (“International Collaborative Donor Project”), Murcia, Spain;2. Department of Surgery, Paediatrics, Obstetrics y Gynaecology, University of Murcia, Murcia, Spain;3. Transplant Unit, Surgery Service, IMIB—Hospital Clínico Universitario Virgen de la Arrixaca, Murcia, Spain;4. Department of Psychology, Catholic University of Murcia, UCAM, Murcia, Spain;5. Hospital Regional de Alta Especialidad del Bajío, León, Guanajuato, Mexico;6. Organización Nacional de Trasplantes (ONT), Madrid, Spain;7. Coordinación de Trasplantes, UMAE Hospital de Especialidades No. 25 IMSS, Monterrey, México;8. Department of Animal Production, The Faculty of Veterinary Medicine, University of Murcia, Murcia, Spain;9. Endocrinology and Nutrition Service, Hospital Clínico Universitario Virgen de la Arrixaca, Murcia, Spain;1. University of Oregon, USA;2. NBER, USA |
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| 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. |
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| Keywords: | School size Urban schools School reform Small schools High schools Student outcomes |
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