Peer effects of low-ability students in the classroom: evidence from China’s middle schools

Huang, Bin; Zhu, Rong

doi:10.1007/s00148-020-00780-8

Cited by 50 publications

(35 citation statements)

References 37 publications

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“…Students took the first nine exams during 2017-2019. The tenth exam, the 9 In terms of professional recognition, the education system in China ranks teachers in primary and secondary schools by levels from intern teachers (the lowest) to third class, second-class, first-class, and superior-class teachers (the highest) (Huang and Zhu, 2020).…”

Section: Datamentioning

confidence: 99%

“…At the end of middle school, ninth graders need to take the city-level high school entrance exam. Scores in this exam are the most important determinant of the outcomes of ninth graders' competition for admission to good high schools within the city (Huang and Zhu, 2020). 6 For the cohort of ninth graders in our data, all middle schools in the county finished teaching all subjects in grades seven and eight and the first semester of grade nine (from September 2017 to January 2020).…”

mentioning

confidence: 98%

“…No ninth graders in our sample reported no access to a computer or a smartphone at home. Chinese parents generally invest heavily on children's education, particularly when approaching important exams(Huang and Zhu, 2020). Unless in exceptional circumstances, ninth graders generally have supports from parents in terms of resources needed for learning purposes.…”

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confidence: 99%

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Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Clark

Nong

Zhu

et al. 2021

China Economic Review

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199

115

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The outbreak of the COVID-19 pandemic has led to widespread school shutdowns, and many schools have opted for education using online learning platforms. Using administrative data from three middle schools in China, this paper estimates the causal effects of online learning on student performance. Using the difference-in-differences approach, we show that online education improves students' academic achievement by 0.22 of a standard deviation, relative to those who stopped receiving learning support from their school during the COVID-19 lockdown. All else equal, students from a school having access to recorded online lessons delivered by external higher-quality teachers have achieved more progress in academic outcomes than those accessing lessons recorded by teachers in their own school. We find no evidence that the educational benefits of distance learning differ for rural and urban students. However, there is more progress in the academic achievement of students using a computer for online education than that of those using a smartphone.Last, low achievers benefit the most from online learning while there is no significant impact for top students. Our findings have important policy implications for educational practices when lockdown measures are implemented during a pandemic.

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Section: Datamentioning

confidence: 99%

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confidence: 98%

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Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Clark

Nong

Zhu

et al. 2021

China Economic Review

Self Cite

199

115

View full text Add to dashboard Cite

show abstract

“…However, it is also possible that there are potentially differential impacts of peer parental education across subjects. Math is often thought to reflect innate ability, so it may be influenced by peer context to a lesser extent than language subjects such as Chinese and English, which entail more cultural-based learning components (e.g., Huang & Zhu, 2020).…”

Section: Resultsmentioning

confidence: 99%

The Effects of Peer Parental Education on Student Achievement in Urban China: The Disparities Between Migrants and Locals

Kim¹,

Tong²,

Sun

2021

American Educational Research Journal

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Despite scholarly consensus on the positive influence of peers’ parental education on students’ academic achievement, less is known about whether marginalized students reap similar benefits as their nonmarginalized counterparts. Using data from the China Educational Panel Survey and a quasi-experimental design, we show that the impact of classmates’ parental education on test scores is significantly stronger for local students than for migrant students in urban schools. These differential effects are largely driven by rural-to-urban migrants and not by urban-to-urban migrants. Additionally, we find that rural migrant students benefit less from the positive effects of peer parental education than their local counterparts, especially when their local peers hold higher levels of discriminative attitudes toward rural migrant students in their classes.

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“…The presence of such negative spillover effects adds a social cost of an individual's early childhood illness, which so far has generally been ignored by most policymakers and researchers. This paper is also broadly related to the literature on peer compositional effects, which study the effects of peers' gender 11,36,40,49,52,67 ; ability 16,25,53,68,98 ; migration status 41 ; parental characteristics 10,17,18,63,100 ; and smoking 58,61,62 . The paper is also closely related to the literature examining the effect of peers' behavioral or mental di culties on students' academic achievements 1,50 .…”

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confidence: 99%

The Externality of Negative Emotion

Zhou¹,

Wang²

2021

Preprint

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To identify the causal impact of emotional contagion, recent studies mainly rely on online or lab experiments. This paper examines the causal impact of emotional contagion among middle school students, using a nationally representative school-based survey in China. We focus on schools that randomly assign students to classrooms and isolate the variations in classmates’ emotions based on a factor that originates outside the classroom: whether the classmate had a serious illness before primary school. We find that the effect of emotional contagion in a real-world setting is larger than previous findings from experimental studies have shown.

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Peer effects of low-ability students in the classroom: evidence from China’s middle schools

Cited by 50 publications

References 37 publications

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

Compensating for academic loss: Online learning and student performance during the COVID-19 pandemic

The Effects of Peer Parental Education on Student Achievement in Urban China: The Disparities Between Migrants and Locals

The Externality of Negative Emotion

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