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Class Tracks And Education Outcomes: Evidence From A Chinese University

Author

Listed:
  • Qiang Feng
  • Ming Li
  • Guangrong Ma

Abstract

This article investigates the effect of being assigned to different class tracks on education outcomes in higher education. We use administrative data from a Chinese university where students are assigned to two tracks of English education. Students in the high achieving track enjoy exposure to better peers, but receive less instruction time before taking a national English test. A regression discontinuity design establishes evidence that being assigned to the high achieving track has a negligible effect. Our analysis shows that the null impact is due to the offsetting effects of instruction time and peers. (JEL I21, I23)

Suggested Citation

  • Qiang Feng & Ming Li & Guangrong Ma, 2018. "Class Tracks And Education Outcomes: Evidence From A Chinese University," Contemporary Economic Policy, Western Economic Association International, vol. 36(2), pages 255-262, April.
    • Handle: RePEc:bla:coecpo:v:36:y:2018:i:2:p:255-262
    DOI: 10.1111/coep.12248
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    References listed on IDEAS

    as
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    5. Kalena E. Cortes & Joshua S. Goodman & Takako Nomi, 2015. "Intensive Math Instruction and Educational Attainment: Long-Run Impacts of Double-Dose Algebra," Journal of Human Resources, University of Wisconsin Press, vol. 50(1), pages 108-158.
    6. McCrary, Justin, 2008. "Manipulation of the running variable in the regression discontinuity design: A density test," Journal of Econometrics, Elsevier, vol. 142(2), pages 698-714, February.
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    More about this item

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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