Disentangling the long-term compositional effects of school-average achievement and SES : A substantive-methodological synergy

We juxtapose (positive and negative) compositional effects of school-average achievement and school-average socioeconomic status (SES) on students’ academic self-concept (ASC), final high-school grade-point-average (GPA), and long-term outcomes at age 26 (educational attainment and educational and occupational expectations). We used doubly-latent multilevel compositional models with a large, nationally representative longitudinal sample (16,197 Year-10 students from 751 US high schools), controlling background variables (gender, age, ethnicity, academic track, and a composite risk factor). At the individual-student level, the effects of achievement, SES, ASC, and GPA on long-term outcomes were consistently positive. However, mostly consistent with a priori theoretical predictions, (1) the compositional effects of school-average achievement on ASC, GPA, and educational and occupational expectations were significantly negative (although non-significant for final attainment); (2) the compositional effects of school-average SES on ASC, educational attainment, and educational and occupational expectations were significantly positive (but nonsignificant for GPA); and (3) the compositional effects on long-term outcomes were partly mediated by ASC and particularly by GPA. These findings demonstrate that the positive effects of school-average SES are distinguishable from the adverse effects of school-average achievement. We discuss how these findings extend Göllner et al.'s (Psychological Science 29:1785–1796, 2018) highly controversial conclusion regarding the benefits of schools with high school-average SES but low school-average achievement. We also relate our research to Luthar et al.’s (American Psychologist 75:983–995, 2020) findings of adverse mental health problems associated with attending high-achieving schools. Our results have important implications not only for theory and methodology but also for parents’ selection of schools for their children and policy regarding the structure of schools (a substantive-methodological synergy).