  The innovation school system in South Korea has been developed in response to
the traditional high-pressure school system in South Korea, with a view to
cultivating a bottom-up and student-centered educational culture. Despite its
ambitious goals, questions have been raised about the success of the innovation
school system. Leveraging data from the Gyeonggi Education Panel Study (GEPS)
along with advances in the statistical analysis of network data and educational
data, we compare the two school systems in more depth. We find that some
schools are indeed different from others, and those differences are not
detected by conventional multilevel models. Having said that, we do not find
much evidence that the innovation school system differs from the regular school
system in terms of self-reported mental well-being, although we do detect
differences among some schools that appear to be unrelated to the school
system.
