We estimate the longer-run effects of attending an effective high school (one that improves a combination of test scores, survey measures of socioemotional development, and behaviors in ninth grade) for students who are more versus less educationally advantaged. All students benefit from attending effective schools, but the least advantaged students experience larger improvements in high school graduation, college going, and school-based arrests. Test score value-added understates the long-run importance of effective schools, particularly for less advantaged populations. Patterns suggest that this may, in part, reflect less advantaged students being relatively more responsive to non-test-score dimensions of school quality.