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We analyze the relationship between charter high school attendance and educational attainment in Florida and in Chicago. Controlling for observed student characteristics and test scores, we estimate that among students who attended a charter middle school, those who went on to attend a charter high school were 7–15 percentage points more likely to earn a standard diploma than students who transitioned to a traditional public high school. Similarly, those attending a charter high school were 8–10 percentage points more likely to attend college. We find even larger effects when we treat high school choice as endogenous.

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Terms such as race, sex and age are assumed to reflect biological characteristics and distinctions. In psychological research, these terms are often treated as if they were a reflection of a meaningful set of psychological constructs. A review of articles in 3 prominent journals over a 30-year period reveals that these supposed biological identifiers are not used consistently and lack empirical and conceptual validity. An analysis of those articles shows that, over time, the term race has given way to the use of the more general and psychologically relevant term ethnicity, sex and gender have been used interchangeably, and the psychological constructs underlying or supposedly reflected in age are seldom discussed. It is proposed that psychosocial researchers and editors adopt a consistent definition of these terms and that research include an effort to identify the underlying concepts that the investigators assume to be reflected in these distinctions whenever these labels are used to report research findings.

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