Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
In this paper, we consider two measures of the relative effectiveness of public and Catholic schools: finishing high school and starting college. These measures are potentially more important indicators of school quality than standardized test scores in light of the economic consequences of obtaining more education. Single-equation estimates suggest that for the typical student, attending a Catholic high school raises the probability of finishing high school or entering a four-year college by thirteen percentage points. In bivariate probit models we find almost no evidence that our single-equation estimates are subject to selection bias.