Magnet Classes and Educational Performance
Evidence from China
Datos Bibliográficos
| ID | 3200310 |
|---|---|
| Autores | Mingming Ma (0000-0002-9279-1051, University of Southern California), Xinzheng Shi (0000-0001-8898-5892, Tsinghua University) |
| Año | 2014 |
| Volumen | 62 |
| Número | 3 |
| Páginas | 537-566 |
| Fecha de publicación | 2014-04-01 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Economic Development and Cultural Change (JOURNAL) |
| Identificadores de la revista | ISSN: 0013-0079 • E-ISSN: 1539-2988 |
| Editorial | University of Chicago Press (PUBLISHER • US) |
| DOI | 10.1086/675387 |
| OpenAlex | W2064019581 |
| Idioma | EN |
| Referencias citadas | 27 |
We investigate the effect of entering magnet classes on the educational performance of high school students in China. Using the regression discontinuity design and data from a high school in Hebei Province, we find that enrollment in a magnet class can increase students’ gross final examination score in the first semester by 0.647 standard deviations. However, we find no evidence to suggest that the positive effect of entering magnet classes is different for female students, students of different ages, or minority students
China · Class (philosophy) · Demographic economics · Discontinuity (linguistics) · Economics · Magnet · Mathematics education · Physics · Political science · Regression discontinuity design · Statistics · Artificial Intelligence · Computer Science · Global Educational Reforms and Inequalities · Law · Mathematics · Poverty, Education, and Child Welfare · Psychology · School Choice and Performance
Going to a Better School
Estimating the Effect of Financial Aid Offers on College Enrollment
The Effects of Class Size on Student Achievement
Optimal Bandwidth Choice for the Regression Discontinuity Estimator
School Inputs and Educational Outcomes in South Africa
Does School Integration Generate Peer Effects? Evidence from Boston's Metco Program
Do Voters Affect or Elect Policies? Evidence from the U. S. House
Peer Effects, Teacher Incentives, and the Impact of Tracking
Regression-discontinuity analysis
Randomized experiments from non-random selection in U.S. House elections
Identification and Estimation of Treatment Effects with a Regression-Discontinuity Design
Using Maimonides' Rule to Estimate the Effect of Class Size on Scholastic Achievement
Alternative methods for evaluating the impact of interventions
Manipulation of the running variable in the regression discontinuity design
Regression discontinuity designs
Regression Discontinuity Designs in Economics
Peer Effects in Academic Outcomes
Do Peers Affect Student Achievement in China's Secondary Schools
Retrospective vs. prospective analyses of school inputs
School Choice and the Distributional Effects of Ability Tracking
The Effect of Attending a Small Class in the Early Grades on College‐test Taking and Middle School Test Results
New Evidence on Classroom Computers and Pupil Learning
Putting Inputs to Work in Elementary Schools
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |