School quality influences children’s cognitive and social development. Lower-quality schools reduce children’s chances of attending and succeeding at postsecondary institutions, negatively affecting their potential for economic success in adulthood.
Evidence on the Relationship between Effective Public Education and Upward Mobility Outcomes
As of December 2021, researchers have documented the following connections between this predictor and upward mobility. Asterisk (*) indicates primary reference.
- School quality is an important predictor of student achievement. Smaller class sizes and higher teacher quality are key components of school quality and are associated with increases in student achievement, as measured by grades, test scores, and college attendance (Brühwiler and Blatchford 2011; Chetty et al. 2011; Jennings et al. 2015; Shin and Chung 2009; Whitehurst and Chingos 2011).
- School infrastructure quality affects student outcomes; for example, schools with poor air filtration and those located near environmental hazards can create adverse health effects that lead to absenteeism and lower student achievement (Vazquez-Martinez, Hansen, and Quintero 2020).
- School quality and spending (which improves quality) may translate into improved economic outcomes for students later in life. Higher-quality classroom experiences as early as kindergarten are linked to higher earnings at age 27 (Chetty et al. 2011).
- The literature is mixed on whether school quality has a greater effect on low-income versus high-income students. One study looked at how the quality of the schools affect students’ likelihood of attending college and found a 12 percent greater effect on higher-income students than on lower-income students (Jennings et al. 2015). Nevertheless, studies assert that improving school quality, particularly in disadvantaged areas, can reduce income inequality (Chetty et al. 2011).
- Attending high-quality, well-funded public school promotes educational attainment, graduation rates, student achievement, and higher wages later in life (Jackson, Johnson, and Persico 2016*; Johnson and Jackson 2019; Lafortune, Rothstein, and Schanzenbach 2018). Increasing per-pupil spending by 10 percent in all 12 school-age years reduces the annual incidence of poverty in adulthood for children from low-income families (Jackson, Johnson, and Persico 2016*).
Promising Local Policy Interventions
Research from both Urban and others in the field suggests the following policies could help communities improve this predictor. These suggestions are not exhaustive, and communities should work with residents and leaders to identify solutions that are best suited to their local contexts.
- Investing in hiring, training, and retaining a high-quality and diverse workforce of educators. (This may also improve the Employment Opportunities and Opportunities for Income predictors.)
- Creating evidence-based curricula that fulfill students’ diverse needs.
- Fostering positive learning environments for students, including by reducing class sizes, developing programs that prevent bullying, moving away from punitive disciplinary practices, and applying other trauma-informed practices. (This may also improve the Safety from Trauma predictor.)
- Developing additional supports for underprivileged students, such as afterschool programs, high-impact tutoring, and summer learning programs.
- Ensuring that school and district accountability systems advance continuous improvement and a comprehensive vision of student success. (This may also improve the Preparation for College predictor.)
Mobility Dimensions Engaged
- Economic success
