Elite schools, magnet classes, and academic performances: Regression-discontinuity evidence from China

Wu, Jida; Wei, Xiangdong; Zhang, Hongliang; Zhou, Xiang

doi:10.1016/j.chieco.2019.03.004

Cited by 16 publications

(15 citation statements)

References 35 publications

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“…The main explanation of a large persistent gap favouring girls in China is the educational system, which strongly focuses on general academic education at the expense of vocational education, which presumably disadvantages boys at the lower tail of the talent distribution who ultimately pursue unskilled jobs. The research has also established that returns to senior high school are very low in China because its educational system focuses on preparing students for the highly competitive university entrance exam and offers low value for those who do not enrol in Higher Education(see Li et al 2012, Awaworyi and Mishra 2018and Wu et al 2019). Therefore, it could rational for rural students, especially boys who have relatively good opportunities to work as a low-skilled migrant worker, to leave school as soon as (or even drop out before) they complete compulsory education at the end of grade 9.…”

Section: Discussionmentioning

confidence: 99%

A decomposition of student achievement gap by gender in China: Evidence from random class assignment

Luo

Teng

et al. 2021

International Journal of Educational Research

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Section: Discussionmentioning

confidence: 99%

A decomposition of student achievement gap by gender in China: Evidence from random class assignment

Luo

Teng

et al. 2021

International Journal of Educational Research

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“…Existing evidence about the effects of elite schools, or of better schools, on student outcomes is mixed. Hastings and Weinstein (2008), Jackson (2010) and Pop-Eleches and Urquiola (2013) report positive effects, Cullen et al (2006), Clark (2010), Abdulkadiroğlu et al (2014), Dobbie and Fryer (2011), Lucas and Mbiti (2014), Beuermann and Jackson (2018), Wu et al (2019) and Barrow et al (2020) find effects that are not substantially and significantly different from zero, and Abdulkadiroğlu et al (2018) even report negative effects. 2 In the settings that most of these papers study, admission is based on a qualifying score.…”

Section: Introductionmentioning

confidence: 99%

Using Admission Lotteries to Estimate Heterogeneous Effects of Elite Schools

2020

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This paper studies the effects of enrollment in an elite school on students' achievement. We use that elite schools in Amsterdam are often oversubscribed and admission is based on lotteries. Our results show that elite schools have negative effects on achievement of students who just qualify for the highest academic track and positive effects on achievement of students from the top of the baseline ability distribution. These results reconcile contrasting findings from previous studies that use regression discontinuity designs. We also find that value-added estimates of the effects of elite schools are severely biased. JEL-codes: I21, I24, C26.

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“…Good academic performance/achievement is crucial for primary and middle school students in China where it is closely related to their entrance qualifications to universities and a successful beginning of their future careers [13,14]. Previous studies indicated that SB was significantly associated with academic performance in children and adolescents [15,16].…”

Section: Introductionmentioning

confidence: 99%

Associations of Sedentary Behavior with Physical Fitness and Academic Performance among Chinese Students Aged 8–19 Years

Huang

Zeng

2019

IJERPH

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Background: Existing evidence regarding how time spent on various types of sedentary behavior (SB) in relation to physical fitness (PF) and academic performance (AP) in children and adolescents is limited. This cross-sectional study aimed to explore the associations of SB types with PF and AP among 8–19-year-old Chinese students. Methods: A total of 1164 students were recruited from five schools in Zhejiang province, China. Children’s SB was assessed by a valid questionnaire and AP was represented by scores on four courses. PF was measured by Chinese National Student PF Standard battery. The associations were assessed using linear mixed-effects models adjusted for age, school, grade, and class. Results: Students’ screen-based SB was observed to be negatively associated with PF in girls (p < 0.05). Screen-based SB was inversely associated with AP in both girls and boys (p < 0.001). The significant interaction between weekdays and weekends, and SB on AP was observed in girls (p < 0.001). On weekends, screen-based SB ≥ 6 h/day (<3 h/day as reference group) was significantly and negatively associated with AP (p < 0.01 for both sex). Conclusions: Longer screen-based SB, especially on weekends, was related to poorer AP in 8–19-year-old Chinese students. Our findings suggest that restrictions on any type of screen-based SB for leisure on weekends are beneficial to AP in Chinese students.

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Elite schools, magnet classes, and academic performances: Regression-discontinuity evidence from China

Cited by 16 publications

References 35 publications

A decomposition of student achievement gap by gender in China: Evidence from random class assignment

A decomposition of student achievement gap by gender in China: Evidence from random class assignment

Using Admission Lotteries to Estimate Heterogeneous Effects of Elite Schools

Associations of Sedentary Behavior with Physical Fitness and Academic Performance among Chinese Students Aged 8–19 Years

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