[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602549-105":59,"doc-detail-602549-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-educational-benefits-of-attending-higher-performing-schools-evidence-from-chicago-high-schools","The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools","","Policymakers assume students benefit when attending high-achieving schools, yet the true effects are unclear because school “performance” may mirror the traits of enrolling students. Using longitudinal Chicago Public Schools data, the study tests academic and nonacademic outcomes by school performance level. Results show no academic benefits at elite selective schools, while moving from very low-performing schools to nonselective high-performing options improves multiple outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-educational-benefits-of-attending-higher-performing-schools-evidence-from-chicago-high-schools/602549/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-educational-benefits-of-attending-higher-performing-schools-evidence-from-chicago-high-schools/602549.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assumption do policymakers make about high-performing schools?","Question",{"text":112,"@type":113},"They assume students do better when they attend schools with higher achievement levels.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure the effects of attending a higher performing school?",{"text":117,"@type":113},"It uses longitudinal data from Chicago Public Schools to compare outcomes relative to the school students would otherwise attend.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the key findings about elite selective schools versus moving from very low-performing schools?",{"text":121,"@type":113},"At elite public selective schools there are no academic benefits, while moving from a very low-performing school to a nonselective high-performing school improves both academic and nonacademic outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},602549,1792630182,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","Educational Evaluation and Policy Analysis June 2017, Vol. 39, No. 2, pp. 175–197 DOI: 10.3102/0162373716672039  \n© 2016 AERA. [http://eepa.aera.net](http://eepa.aera.net)  \nThe Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago  \nHigh Schools  \nElaine M. Allensworth  \nPaul T. Moore  \nLauren Sartain  \nMarisa de la Torre  \nUniversity of Chicago Consortium on School Research  \nPolicymakers are implementing reforms with the assumption that students do better when attending high-achieving schools. In this article, we use longitudinal data from Chicago Public Schools to test that assumption. We find that the effects of attending a higher performing school depend on the school’s performance level. At elite public schools with admission criteria, there are no academic benefits—test scores are not better, grades are lower—but students report better environments. In contrast, forgoing a very low-performing school for a nonselective school with high test scores and graduation rates improves a range of academic and nonacademic outcomes.  \nKeywords: school choice, academic outcomes, survey research, matching, school quality  \nPolicymakers nationwide are implementing an array of reforms that rest on a simple assumption: Students do better when they attend schools with high-achievement levels. The federal No Child Left Behind Act allows parents to choose other public schools if their child attends a persistently low-performing school. Race to the Top encouraged districts to consider closing poorperforming schools and send students to schools with higher performance. At the same time, many districts are trying to increase schooling opportunities by opening charter schools, career academies, small schools, and selective schools that admit students based on academic performance, as well as providing scorecards that report the achievement levels of those schools to help guide families as they make enrollment decisions.  \nYet, existing research is insufficient to tell us whether, how, and under what circumstances students benefit from attending schools where their peers demonstrate high levels of achievement. Schools are perceived to be high performing  \nbased on the statistics reported about their students’academic attainment—average test scores, percentage of students scoring at proficiency levels, and graduation rates. These statistics are sensible markers of school success, yet they may reflect the initial qualities of the students who choose to attend a particular school as much asthe quality of the school. If a school is labeled as high performing based on the characteristics of the students who enroll there, it is not clear whether other students will benefit simply by attending it. Furthermore, state and district officials need to understand how students benefit from attending higher performing schools as they weigh the pros and cons of implementing contentious policies such as closing low-performing schools or opening selective ones.  \nMuch is unknown about the benefits to students of attending schools that have higher overall achievement level. The benefits may not be the same for all types of schools: Gaining admissions based on academic qualifications  \nAllensworth et al.  \ninto a very high-achieving selective school maybe very different from the effect of getting out of a very low-achieving school. With the prevalence of school choice systems, there is also a need to know whether there are benefits to getting into the highest achieving school possible, among schools that are neither high-nor lowperforming. Furthermore, almost all research to date has examined the effects of schools on students’ test scores, so there is little knowledge about the effects on other outcomes that families care about, such as students’ experiences in school (e.g. , feelings of safety, belonging, academic challenge) and college outcomes. This article addresses these gaps in research, asking,  \nResearch Question 1: What are ","cbCaifQFtSgDUh5J","https://ap.wps.com/l/cbCaifQFtSgDUh5J","pdf",1187088,23,"English","# Introduction\n## Policy Assumptions and Existing Research Gaps\n# Research Questions\n## Academic and Nonacademic Effects\n## Variation by School Quality","[{\"question\":\"What assumption do policymakers make about high-performing schools?\",\"answer\":\"They assume students do better when they attend schools with higher achievement levels.\"},{\"question\":\"How does the study measure the effects of attending a higher performing school?\",\"answer\":\"It uses longitudinal data from Chicago Public Schools to compare outcomes relative to the school students would otherwise attend.\"},{\"question\":\"What are the key findings about elite selective schools versus moving from very low-performing schools?\",\"answer\":\"At elite public selective schools there are no academic benefits, while moving from a very low-performing school to a nonselective high-performing school improves both academic and nonacademic outcomes.\"}]","The Educational Benefits of Attending Higher Performing Schools: Evidence From Chicago High Schools | PDF",1792094861,58]