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Preparing young people for citizenship is a foundational purpose
of public education, yet little is known about whether or how K-12
schools impact civic engagement. Using education, birth, and voting
records for nine cohorts of students in Indiana, I estimate and
assess the validity of high school e!ects on voting. School e!ects on
voting are significant and practically meaningful: a one standard
deviation increase in school civic e!ects increases the probability of
voting by 2.1 percentage points (5.3 percent) and also predicts increases
in voter registration and times voting. School civic e!ects are positively
associated with peer parental civic norms.
