We analyzed data from 65 schools that are U.S. members of The Association of Boarding Schools (TABS) to estimate how TABS member school graduates who enter college compare with college entrants from non-boarding schools on several long-term quality-of-life estimates. Although TABS students are more likely to graduate college than the population of college-bound U.S. high school students as a whole, they are also more likely to come from households with higher education and income levels. We statistically removed some of this advantage using proxy data from the U.S. Census Bureau. After this adjustment, TABS students still remain more likely to graduate college. We use the increased likelihood of holding a bachelor’s degree to project increased estimates in earnings, health, volunteering, and other life outcomes.
Alexander-SnowM. (1999). Two African American women graduates of historically White boarding schools and their social integration at a traditionally White university. Negro Education, 68, 106-119.
2.
Alexander-SnowM. (2011). The Piney Woods Schools: An exploration of the historically Black boarding school experience in shaping student achievement, cultural esteem, and collegiate integration. Urban Education, 46, 322-341.
3.
Art & Science Group. (2003, August5). The Association of Boarding Schools high school, post-college, mid-career, and late-career groups. Baltimore, MD: Author
4.
The Association of Boarding Schools. (2013). Study of college progress and outcomes (TABS Report No. 5). Asheville, NC: Author.
5.
BassL. R. (2013). Boarding schools and capital benefits: Implications for urban school reform. The Journal of Educational Research, 107, 16-35.
6.
BehaghelL.de ChaisemartinC.CharpentierA.GurgandM. (2013, April11). Les effets de l’internat d’excellence de Sourdun sur les élèves bénéficiaires: résultats d’une expérience contrôlée [The effect of the boarding school of Sourdun on its students: Results of a controlled experiment]. Paris, France: Fonds d’experiementation pour la jeunesse [Fund for experimental research with youth].
7.
BootheD.SethnaB. N.StanleyJ. C.ColgateS. O. (1999). Special opportunities for exceptionally able high school students: A description of eight residential early-college-entrance programs. Journal of Secondary Gifted Education, 10(4): 195-202.
8.
CasellaG.BergerR. L. (2002). Statistical inference (Vol. 2). Pacific Grove, CA: Duxbury.
9.
CooksonP. W.Jr.PersellC. H. (1985). Preparing for power: America’s elite boarding schools. New York, NY: Basic Books.
10.
CurtoV. E.FryerR. G.Jr. (2014). The potential of urban boarding schools for the poor: Evidence from SEED. Journal of Labor Economics, 32, 69-93.
11.
FranksP.TancrediD. J.WintersP.FiscellaK. (2010). Including socioeconomic status in coronary heart disease risk estimation. Annals of Family Medicine, 8, 447-453.
GeronimusA. T.BoundJ. (1998). Use of census-based aggregate variables to proxy for socioeconomic group: Evidence from national samples. American Journal of Epidemiology, 148, 475-486.
15.
HagedornL. S.TibbettsK.MoonH. S.MatsumotoH. K.Makuakane-LundinG. (2003, April). The academic and occupational outcomes of residential high school student instruction (PASE Working Paper 03-04:8). Kamehameha Schools and University of Southern California. Retrieved from http://www.ksbe.edu/_assets/spi/pdfs/reports/post-graduation/03_04_8.pdf
16.
HaysK. (1994). Practicing virtues: Moral traditions at Quaker and military boarding schools. Berkeley: University of California Press. Retrieved from http://ark.cdlib.org/ark:/13030/ft2n39n7h3/
17.
KutnerM.NachtsheimC.NeterJ. (2004). Applied linear regression models. New York, NY: McGraw-Hill Irwin.
18.
MartinA. J.PapworthB.GinnsP.LiemG. A. D. (2014). Boarding school, academic motivation and engagement, and psychological well-being: A large-scale investigation. American Education Research Journal, 51, 1007-1049.
19.
MayerS.ThomasB.DeVane LogueW. (2003). Close to home: Community boarding schools and disadvantaged children and youth. Chicago, IL: Chapin Hall Center for Children at the University of Chicago.
20.
PowellA. G. (1996). Lessons from privilege: The American prep school tradition. Cambridge, MA: Harvard University Press.
SoobaderM.LeClereF. B.HaddenW.MauryB. (2001). Using aggregate geographic data to proxy individual socioeconomic status: Does size matter?American Journal of Public Health, 91, 632-636.
23.
TibbettsK. A. (2014). Unpublished manuscript. Honolulu, HI: Kamehameha Schools.
24.
U.S. Department of Commerce, Bureau of the Census. (2010). Table S1501, Educational attainment: 2010 American Community Survey 1-year estimates [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://factfinder2.census.gov/bkmk/table/1.0/en/ACS/10_1YR/S1501
25.
U.S. Department of Commerce, Bureau of the Census. (2012). Table 2, Educational attainment of the population 25 years and over, by selected characteristics: 2012. Educational attainment in the United States: 2012—Detailed tables [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.census.gov/hhes/socdemo/education/data/cps/2012/tables.html
26.
U.S. Department of Health and Human Services, Centers for Disease Control. (2009). Table 1. Frequency distributions of respondent-assessed health status, by characteristics: United States, 2009. Summary Health Statistics for the U.S. Population: National Health Interview Survey, 2009 [data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.cdc.gov/nchs/data/series/sr_10/sr10_248.pdf
27.
U.S. Department of Health and Human Services, Centers for Disease Control. (2011). Data table for Figure 32. Life expectancy at age 25, by sex and education level: United States, 1996 and 2006. National Health Interview Survey linked mortality file [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.cdc.gov/nchs/data/hus/2011/fig32.pdf
28.
U.S. Department of Labor, Bureau of Labor Statistics. (2011a). Table 1. Median usual weekly earnings of full-time wage and salary workers, by selected characteristics, 2011 annual averages. Highlights of women’s earnings in 2011 [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.bls.gov/cps/cpswom2011.pdf
29.
U.S. Department of Labor, Bureau of Labor Statistics. (2011b). Table A. Volunteers by selected characteristics, September 2007 through September 2011. Volunteering in the United States—2011 [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://www.bls.gov/news.release/archives/volun_02222012.pdf
30.
U.S. Education Department, Institute of Education Sciences, National Center for Education Statistics. (2012). Table 376. Percentage of first-time full-time bachelor’s degree-seeking students at 4-year institutions who completed a bachelor’s degree, by race/ethnicity, time to completion, sex, and control of institution: Selected cohort entry years, 1996 through 2005. Digest of education statistics 2012 [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/programs/digest/d12/tables/dt12_376.asp
31.
U.S. Education Department, Institute of Education Sciences, National Center for Education Statistics. (2013, May). Institutional retention and graduation rates of undergraduate students. The condition of education, 2013 [Data file]. Washington, DC: U.S. Government Printing Office. Retrieved from http://nces.ed.gov/programs/coe/indicator_cva.asp
32.
ValloneD.AllenJ. A.XiaoH. (2009). Is socioeconomic status associated with awareness of and receptivity to the truth campaign among girls and young women?Drug and Alcohol Dependence, 104(Suppl. 1). S115-S120.
33.
VilaB. S.SwainG. R.BaumgardnerD. J.HalsmerS. E.RemingtonP. L.CislerR. A. (2007). Health disparities in Milwaukee by socioeconomic status. Wisconsin Medical Journal, 106, 366-372.
