When measuring the returns to education, economists tend to focus on attainment, typically using the number of years of schooling. Most people, however, would concede that the quality of the schooling also matters. In this article, we focus on the labor market outcomes associated with characteristics of different types of high schools and consider whether school type indicates school quality. In particular, we examine whether students attending different types of high schools—for example, suburban or urban public, religious or nondenominational private—have systematically different economic outcomes.