U.S. High School Graduation Rates: Patterns and Explanations

By Richard J. Murnane. 2013

285 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/fd2388fd0357b16c6bde318e48cf1c53714a2838

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Economics and Econometrics

1. Rachel B. Baker
2. Magne Mogstad
3. C. Lindsay
4. Daniel Klasik
5. M. Janosz
6. Robert Crosnoe
7. V. Dupéré
8. I. Archambault

In Education

1. Magne Mogstad
2. Tarjei Havnes
3. I. Archambault
4. A. Firestone
5. Janelle E. Rodl
6. Sarah Manchanda
7. Rachel B. Baker
8. C. Lindsay

In Sociology and Political Science

1. Magne Mogstad
2. Tarjei Havnes
3. V. Dupéré
4. Rachel B. Baker
5. C. Lindsay
6. Daniel Klasik
7. Robert Crosnoe
8. T. Leventhal

Citations in the corpus

• No Child Left Behind: Subsidized Child Care and Children's Long-Run Outcomes (2011, result): “Column 2 in Table 5B shows that the effects of the child care expansion is robust to using municipality of birth to determine treatment status. This finding conforms well with the results from Hægeland, Raaum, and Salvanes (2008), which suggest that school quality matters little, if anything, for lo”
• Who Needs a Fracking Education? The Educational Response to Low-Skill-Biased Technological Change (2020, unknown): “…strategy: If fracking has increased the propensity of teens to drop out of school, dropout rates should have increased more—or declined less, given that dropout rates were declining over this period (Murnane 2013)— as fracking has spread, and more so in places with larger shale endowments.”
• Stressors and Turning Points in High School and Dropout (2015, background): “Social and economic returns to college education in the United States.”
• An Examination of Teachers’ Culturally Responsive Teaching Self-Efficacy (2020, background): “National studies have consistently shown that culturally and linguistically diverse (CLD) students score below non-Hispanic White students in math and reading (Reardon, Robinson-Cimpian, & Weathers, 2015), experience lower graduation rates (Murnane, 2013), are underrepresented in advanced placement ”
• Race and Stratification in College Enrollment Over Time (2018, methodology): “Although race-based high school graduation gaps have narrowed over the past few decades (Murnane, 2015), as of 1999, the closing of these gaps, as well as the shrinking of gaps in academic achievement, did not appear to be related to gaps in college enrollment (Kane, 2004).”
• Exposure to Same-Race Teachers and Student Disciplinary Outcomes for Black Students in North Carolina (2017, background): “Achievement gaps that see Black and Latino students trailing their White and Asian peers in achievement (Reardon & Robinson, 2008) and graduation rates (Murnane, 2013) have received the bulk of attention from researchers.”